Eng 13 Report
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Transcript of Eng 13 Report
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We are looking for in a
general course is material which presents different
aspects of language assystematically as possible,
having regard to the need topresent new language items
to the learner .
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The course should be ascomprehensive as
possible, including theteaching pronunciation
as well as the teaching ofgrammar and vocabulary.
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Some attention should also be
given to linking sentences toform discourse and the
learner should be preparedfor real-life language use,
such as taking part inconversations and other
interactions.
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It is better for a coursebook to
be too comprehensive thantoo insubstantial. A teacher
can always omit to usematerial that is there. It is
much more difficult to makegood what the coursebook has
left out.
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Grammar and Vocabulary Meaning
Function
Appropriateness
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Different students havediffering needs, this chapteris descriptive and aims toestablish the nature of
language contained incourse material.
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What aspects of language
system are taught? To whatextent is the material based
upon or organized around theteaching of language form,
language function, andpatterns of communicative
interaction?
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The term functionrefers to the process ofconveying the meaningthat somebody is notobliged to do something.
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This meaning is clearthat this meaning isordinarily conveyed throughlanguage form (words andsounds organized accordingto the rule of the language.)
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But it can also beconveyed by non-
verbal means such as,a shrug of theshoulders or a shake of
the head.
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The language formsavailable to us in English
to express this particularfunction are quitenumerous and include:
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You dont have to...
You dont have to act likea kid.
You neednt...
You neednt to come hereearly.
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Its not obligatory for you to..
Its not obligatory for youto do the job of others.
Its not compulsory for you to
Its not compulsory foryou to attend the meeting.
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Theres no obligationto...
Its up to you.
Its up to you if youwant to listen.
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Youre free to choose.
Youre free tochoose what you want.
Its completely voluntary.
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We have to make aselection from the possibleforms which can be used toexpress a function. Withoutform there could be noverbal communication.
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The crucial question iswhether language ispresented solely orpredominantly as form orwhether the function oflanguage items is also
taught.
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It is orthodox now in writingon language teaching tocontrast the structural approachto course design and thefunctional approach in terms ofhow the content is selected andorganized.
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No one can produce afunctional course withoutalso teaching languageform, thats why we should
teach both the structure andfunctions.
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Not whether the material iswholly structural or whollyfunctional but how therelationship handled andput over to the learner.
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When we use language,we do not use sentencesin isolation from each
other.
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In any piece of natural
language, whether inconversation or a written text,
sentence relate to each other intheir meanings and their
functions; they do not simplyoccur as isolated bits of
language.
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There are rules andconventions for the linking ofsentences to form larger unitsof discourse, and we shouldexpect to find built into a
course models and examples ofsentence linking.
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In a course book for writing skillswe should expect guidance on notonly how to write sentences thatare grammatical but also onwriting paragraph and on writing
longer passages of Englishcomposed of several paragraphs.
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Language learning is anacquisition of the ability toparticipate in the dynamic andcreative process ofcommunication, and not just anacquisition of separate, isolatedunits of language.
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Which aspects of languageform are taught:
Phonology - theproduction of individualsounds, stress, rhythm andintonation
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Gr amma r - mor phologyand syntax
Vocabula r y - lexis
Discou r se - sequence ofsentences
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Any course material which aimed to teach
the spoken language would teach thephonology or soundsystem in English.
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We would not expose ourstudent to grammar in arandom and unsystematic way and simply expectthem to perceive theunderlying patterns and
rules.
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The answer probably liesin the immense difficulty
of producing a course thatis well graded at several
levels of languagesimultaneously.
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Most coursebooksconcentrate heavily on
the teaching ofgrammatical structure
and on the whole do it well.
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Why is grammarimportant?
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It is immensely importantas it is the system of rules frothe formation of the correctsentences and it is essentialthat learners are able to bothunderstand and use the rulesof grammar.
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Without grammar we cannotcreate language whichexpresses what we want tosay, thats why we must beable to use the rules ofgrammar.
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V ocabulary incoursebooks
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In some cases vocabularyitems are seen as isolatedunits to be slotted intogrammatical structuresand bearing norelationship to other
vocabulary items.
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Others, do their best toteach vocabulary as part
of a structural system byidentifying and
exploring relationshipbetween words.
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The lexicon of English is
structured in various ways,both formally and
semantically, and it istherefore desirable that this
structuring should beexploited for learning
purposes.
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Discourse asaspect of
language form
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This refers to the way in
which sentences arelinked (but not joined) inorder to produce acomplete unit of language which forms a self-contained whole.
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This whole may be anewspaper article, aletter, an
advertisement or evena public notice.
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What we are concerned about
is whether or not thecoursebook teaches the
students to understand andproduce whole units of
language and if it indicatesany of the rules and
conventions for doing so.
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App ro p ri ateness the match in g o fla n guage t o its so c i alcont ex t an d fun c tion .
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What explicit reference
is there toappropriateness? Howsystematically is it taught?How fully andcomprehensively is ittaught?
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One aspect of the task is non-linguistic and the
other is linguistic, theyare closely connected
that the language teachercannot afford to neglect.
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Cultural gaps poseproblems to learners ofEnglish, particularly wherethe social, political or
religious differences aregreat.
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A better example is acase where a Chinesespeaker of English waslooking after an American
professor on a lecture tourof China.
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After the Americans first
lecture the Chinese, usinga standard formula ofpoliteness in China, toldthe lecturer that he lookedtired and ask him to take arest.
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The American interpreted
this as a criticism of hisperformance and wassomewhat displeased. Ifthat happens, effectivecommunication has nottaken place.
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A language-teachingcoursebook must teachthese important rules ofuse, how competently it
does it, and howsystematically.
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What kind of English istaught dialect (classgeographic), style (formal,neutral, internal)
occupational register,medium (written, spoken)
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There are manydialects of English,both geographical
and class dialects.
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The kind of Englishpresented in coursebooksis usually either middle-class educated SouthernBritish English or standardmiddle-class educated
American English.
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There seem to be very
good reasons for teachingone of the dialectsmentioned above for thereason that they have the widest intelligibility in theEnglish- Speaking world.
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Stylistic variation, thedifference between
formal, neutral andinformal language is
important.
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Differences betweenspeech and writing arefundamental and afarreaching and need to be
taken into account inmaterials evaluation.
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What language skills are taught:
receptive (written/reading,spoken/listening) productive(written/writing,Spoken/speaking) interrogationskills (note taking, dictation,
reading aloud, participating inconversation) translation (into
English/from English)
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We may reasonably ask what language skills thematerial teaches. Here isthe conventional
breakdown into receptiveand productive skills.
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Most communicativeinteractions through
language involve theuse of more than oneskill.
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We should therefore ask not
only what emphasis thematerial places on each of
the four skills but also theextent to which it provides
practice in integrating theskills in models of real
communication.
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