TEFL day 4

Day VI

EFL/ESL MATERIALS AND MEDIA

INTRODUCTION

There are 5 important components in language instruction/learning. They are students, a teacher, teaching material, teaching method and evaluation. Since the end of 1970s, there has been a movement to make learners rather than teachers the centre of language learning. Learners are coming the most important part of all. It indicates the other components such as curriculum, teaching materials, teaching method and evaluation are obliged to be designed to accommodate the students’ needs and interests.

The teacher is responsible to check all the elements are running well and adapt them if they are not. Teachers have to follow the curriculum and provide, make, or choose materials. They may adapt, supplement, and elaborate on those materials and also monitor the progress and needs of the students and finally evaluate students. Materials include textbooks, video and audio tapes, computer software, and visual aids. They influence the content and the procedures of learning. The choice of deductive versus inductive learning, the role of memorization, the use of creativity and problem solving, production vs. reception, and the order in which materials are presented are all influenced by the materials. Technology, such as OHP, slides, video and audio tape recorders, video cameras, and computers, supports instruction/ learning.

Therefore, it is important for us, as the teachers to know what the characteristics of the materials are, the various kinds of the materials, and how to use the materials and media in language learning. To discuss it, Gerhard explained specifically in the 5^th chapter of his book entitled EFL/ESL Materials and Media. Some other references have been taken for supporting the content of this chapter report.

CHAPTER REPORT

There are several significant points to recognize the characteristic the EFL/ESL materials and media.

Who creates the materials available to EFL/ESL teachers?

Four groups of people are involved in designing the materials available nowadays. Firstly, publishing companies which produce complete materials for the learners starting from basic level to advance. The materials are varied starting from reading, writing, listening, speaking, grammar, survival English, vocabulary building, cross-cultural communication, pronunciation, English for business, TOEFL preparation, vocational literature and more. When we teach in private language schools/business, probably we’ll use these commercial materials because of its complete texts. Secondly, government agencies committee whose materials are mostly used in public school in a country with centralized educational system. Some countries usually establish special committees that either produce their own texts or solicit proposals from teachers to produce text. After being approved by the central committee, these texts are produced and used in the schools. Thirdly, if we teach in certain university, well-established private language school & corporation with language program, we will use materials from curriculum development teams which are produced by teachers who have some EFL/ESL teaching experience. Eventually, if we belong to the teachers who are not satisfied with the text, we probably adapt the text or design entire lesson with materials we create ourselves.

How do materials reflect the benefit of those who create them?

1.      Study of Structure: The writer believes that the students need to consider the linguistic makeup of English. This is the reason why the writer will emphasize grammatical rules.

Example: These lessons are taken from English Structure Practices

Exercise 8. Write a complete answer to the question. Use for or during in your answer.

How long did you study? (two hours)

                  I studied for two hours.                                                           

When did you study? (the afternoon)

      I studied during the afternoon.                                                          

Exercise 9. Write or while or when on the line. Remember to use when for an action that is of short duration and while for an action that is of a longer duration.

She was studying             when               The phone rang.

The phone rang                 while               she was studying.

2.      Study of Language in Situation: The writer believes students can learn English by considering the language used within different social context: doctor’s office, shoe store, post office, department store and restaurant.

Example:  Taken from Real Conversations: Beginning Listening and Speaking Activities (enclosed)

3.      Developing Communication Skills: The writer believe that the primary goal of materials is to teach communicative in English according to the situation, purpose and roles of the participants. It emphasizes the development of communicative competence combine topic, function (making suggestions, asking for and giving advice, requesting, etc) grammar, and development of skills (listening, speaking, reading, and writing)

Example: From Starting English. Unit 3 who’s that girl over there? (enclosed)

4.      Exploration of Personal Feeling Attitude: The writer believes that the students need to express their feelings and attitudes in the target language, self-expression to reflect their personality.

Example: Taken from Talk about Values. (Enclosed)

5.      Problem Posing: The writer believes that the students must have an ability in solving everyday problems in English.

Example. Taken from Springboards: Interacting in English. (Enclosed)

6.      Use of Language for Specific Purposes: The writer believes that students in specific fields need to focus attention on the kind of language used within their particular field. These materials are geared specifically toward people working in different service industry occupation- such as hotel employees, restaurant chefs, factory workers, and secretaries.

Example: Taken from English for Professional Waiters (page 75-76).

Dialogue

(A waiter is taking the order.)

Waiter: _________________________________

Mr. Liem: Yes, I think we are. My wife would like the sirloin steak and I want the roast duck.

Waiter: _________________________________

Mr. Liem: Yes, I’d like soup.

Waiter: ______________________________

What are the advantages and disadvantages of commercial materials?

Advantages Disadvantages ·         Saving time ·         Guidance ·         Accompanying teaching manuals ·         Providing lessons with some useful suggestions or techniques ·         Problem of Ideology Conflict ·         Blindly follow their assigned text ·         Culturally diverse and geographically dissimilar
	·

What are authentic materials? What types are available?

Authentic materials include anything that is used as a part of communication. Nunan (1999) defines authentic materials as spoken or written language data that has been produced in the course of genuine communication, and not specifically written for purposes of language teaching. In fact, in his teaching he encourages his students

to bring into the classroom their own samples of authentic language data from “real-world" contexts outside of the classroom.

Types of authentic materials ESL/EFL teachers have used.

Authentic Listening/Viewing Materials

TV commercials, quiz shows, cartoons, news clips, comedy shows, movies, soap operas, professionally audio- taped short stories and novels, radio ads, songs, documentaries, and sales pitches.

Authentic Visual Materials

Slides, photographs, paintings, children’s artwork, stick-figure drawings, wordless street signs, silhouettes, pictures from magazines, ink blots, postcard pictures, wordless picture books, stamps, and X-rays.

Authentic Printed Materials

newspaper articles, movie advertisements, astrology columns, sports reports, obituary columns, advice columns, lyrics to songs, restaurant menus, street signs, cereal boxes, candy wrappers, tourist information brochures, university catalogues, telephone books, maps, TV guides, comic books, greeting cards, grocery coupons, pins with messages, and bus schedules.

Realia (Real objects) Used in EFL/ESL Classrooms

coins and currency, folded paper, wall clocks, phones, Halloween masks, dolls, and puppets, to name a few. (Realia are often used to illustrate points very visually or for

role-play situations.)

What are the disadvantages and advantages of using authentic materials and media?

Advantages	Disadvantages
·         Reinforcing the students the direct relation between the language classroom & outside world ·         Offering a way to contextualize language learning	·         Taking time & effort to locate authentic materials ·         Difficulty in making comprehensible authentic materials and media for the students ·         Rejection from certain students. e.g. Rejecting TV comedy or games.

How do EFL/ESL teachers use authentic materials and media?

Authentic materials sometimes are used to get beyond the limitation of a text. I will try to explain one of the example in using it. First the teacher informed the student about his interest in ordering food in a restaurant. The students learned how to order food. The teacher took some pictures of food from magazine and after she ordered the students to work in time, he distributed the real menus he got from a restaurant. The students were asked to create a new menu, including the picture had been given. They cut the pictures. Then, the student made their own dialogue, presented in front of the class stimulated by using realia (e.g. plastic eating utensils and food order checks) and role-play cards.

What problems do some EFL/ESL teachers have with materials and media?

1.      The “I am forced to teach from the book” problem

The teachers feel helpless in the face of being creative with materials and media when they need to follow a particular text. Some teachers give in under pressure and simply follow the prescribed lesson. However, some other teaches creatively by bringing photos or picture corresponding to the story line in reading material to make the reading more vivid.

2.      The “ Let the textbook do the teaching” problem

As I have summed up above, following text can save time however the texts should not be meant to be blindly plodded through and they realize that teaching guides are not only other teachers’ ways to teach lesson.

3.      The “Where can I find authentic EFL materials?” Problem

Probably this is a problem of new EFL teachers. Mostly, they are lack of experience in locating such materials. Therefore they conclude it difficult. Actually, they could get these materials from TV, newspapers; even in a very isolated area creative teachers still can use the available and comprehensible authentic materials such as drawing or writing in the air.

COMMENT AND CONCLUSION

Despite of the five elements in language instruction, and learners should be the centre of instruction. However, some findings in research and several problems above reveal that materials often control the instruction, since teachers and learners tend to rely heavily on them. Materials that are appropriate for a particular class need to have an underlying instructional philosophy, approach, method and technique which suit the students and their needs. They should have correct, natural, current and standard English. Teachers need to look for good materials, both commercial and non-commercial, all the time. They also need to be aware of commercialism and copyright issues concerning materials.

BIBLIOGRAPHY

Gebhard, J.G.2000. Teaching English as a Foreign or Second Language. Michigan: The University of Michigan Press.

Gray, J. 1981. Starting English: A new beginner’s course. London: Cassell.

Harmer, J. 2007.How to Teach English. Edinburgh: Longman.

Kitao, K. 1997.  The Internet TESL Journal, Vol. IV, No. 4, April

Leo, Sutanto. 2000. English for Professional Waiters. Jakarta: PT Gramedia

Oura. G.K. Authentic Task- Based Materials: Bringing the Real World Into the Classroom

TEFL Day 4

You are going to watch a movie, entitled "The School of Rock"

Task.

1. While you are watching the movie try to analyze what the teacher did to reach the goal in his class.
2. Answer the questions below: a. Goal b. Method c. Procedure d. Evaluation
3. Based on your evaluation, what do you think about being a teacher like him?
4. What do you are the factors to determine the success of the teaching and learning activities?

Read it!!!important!!!

ARE THE REALLY INDIVIDUALISTIC????

Good day, mate! Have you ever wondered what people from the other countries, especially in the western countries, are like? Well, i would like to share some of my experiences so that you could get a picture of what they are like. As you might have thought, western people are individualistic and they simply don’t care.

Yes, humans need each other. They do, of course, interact with other people to run their life. But the way they interact with other people is quite different compared to Indonesians. After some simple observation, i concluded that the people in the western countries have a motto which is something like this, “ Mind your own business, but help others who are in need.”

What about the people of our country? Do we care? Would we help people who are in need, and know it when we have to stop nosing other people’s businesses? Would you help someone without asking for anything in return? Well, as for my self, i think i still need to improve that. If you think that you could do better than now, why not? Let’s improve ourselves!!!

TEFL Day 2

II. METHOD, APPROACH, DESIGN, PROCEDURE, AND TECHNIQUE

The definition of approach is adopted from Anthony’s definition. Approach deals with: (a) a theory of the nature of language, which include an account of the nature of the language proficiency and an account of the basic units of language structures; and (b) a theory of the nature of language learning, which is include an account of the psycholinguistic and cognitive processes involved in language learning and an account of the condition that allows for successful use of these processes.

The term design deals with (a) the general and specific objectives of the method; (b) a syllabus model, which consists of criteria for the selection and organization of linguistics and/or subject matter content; (c) types of learning and teaching activities, i.e. kinds of tasks and practice activities to be employed in the classroom and in materials; (d) learner role, which includes types of learning tasks set for learners, degree of control learners have over the content of learning, patterns of learner groupings that are recommended or implied, degree to which learners influence the learning of others and the view of the learner as a professor, performer, initiator, problem solver, etc.; teacher role, which includes types of function teachers fulfill, degree of teacher influence over learning, degree to which the teacher determines the content of learning, and types of interaction between teachers and learners; and (f) the role of instructional materials, which includes primary function materials, the form materials take,(e.g. textbook, audiovisual), relation of materials to other input, and assumptions made abut teachers and learners.     

Procedure deals with classroom techniques, practices, and behaviors observed when the method is used. This includes resources in term of time, space, and equipment used by the teacher, interactional patterns observed in lessons, and tactics and strategies used by teachers and learners when the method is being used.   

Richards and Roger’s model can be seen in the following diagram

     

                                                method                                

                         

design

procedure

approach

 
 

In the beginning of 21^st century, the concept of method seems to be no longer the central issue in language teaching practice. Brown (2001: 15-16), therefore, proposes an adjustment by adding and refining some of the terms. Method is a generalized set of classroom specifications for accomplishing linguistics objectives. Method tends to be concerned primarily with teacher and student roles and behaviors and secondarily with such features as linguistic and subject-matter objectives, sequencing and materials. They are almost always thought of as being broadly applicable to a variety of audiences in a variety of contexts.

Technique refers to any of a wide variety of exercises, activities, or tasks used in the language classroom for realizing classroom objectives.

Various language teaching methods have been developed for TESL/TEFL. Kumaravadivelu (1994: 29) classifies the methods into three groups, namely: language-centered methods, learner-centered methods, and learning-centered methods.

Language-centered methods seek to provide opportunities for learners to practice preselected, presequenced linguistic structures trough form-focused exercises, assuming that preoccupation with form will ultimately lead to L-2 mastery. The teacher’s task is t introduce grammatical structure and vocabulary items one at a time and help learners practice them until they internalize the L-2 system. Included in these methods are he Grammar Translation Method, Direct Method, and Audiolingual Method.

Learner-centered methods seek to provide opportunities for learners to participate in open-ended meaningful interaction through language learning tasks, assuming that a preoccupation with meaning making will ultimately lead to L-2 mastery. The teacher’s responsibility is to create conditions in which learners engage in meaningful problem-posing/solving activities. Examples of this group are the Silent Way (Gatteguo), Suggestopedia (Lozanov), Total Physical Response (Asher), Natural Approach (Krashen and Terrell), and Counseling Learning Method or Community Language Learning (Curran). Nunan (1989: 97) labels these methods as “designer” methods.

Learning-centered methods seek to provide opportunities for learners to practice preselected, presequenced linguistic structures and communicative notions through function-focused activities, assuming that preoccupation with form and function will ultimately lead to L-2 mastery. The teacher’s task is to introduce formal and functional items one at a time and help learners practice them until they internalize the L-2 system. An example of this group is Communicative Language Teaching (CLT).

Task 2

What is the importance of knowing the term method and its components for an English teacher?

III. LANGUAGE-CENTERED METHODS

The following is an outline of a number of language-centered methods or traditional language teaching methods, as quoted from Prator and Celce-Murcia (1979). The term approach (instead of method) is used here following Anthony’s idea.

Grammar Translation Approach

Typically used in teaching Greek and Latin, and generalized in modern languages.

1.         Classes are taught in the mother tongue; with little achieve use of the target language.

2.         Much vocabulary is taught in the form of lists of isolated words.

3.         Long, elaborate explanations of the intricacies of grammar are given.

4.         Grammar provides the rules for putting words together, and instruction often focuses on the form of infection of words.

5.         Reading of difficult classical texts is begun early.

6.         Little attention is paid to the content of texts, which are treated as exercises in grammatical analysis.

7.         Often the only drills are exercises in translating disconnected sentences from the target language into the mother tongue.

8.         Little or no attention is given to pronunciation.

Grammar translation method is the oldest method known for teaching a foreign language. This method emphasized mastery of knowledge about a language and did not aim at mastering productive skills (speaking and writing). This method was criticized when there was a need to have productive skills in learning modern languages.

Direct Method

A reacting to the extension of the above approach to the teaching of modern languages.

1.         Lessons begin with a brief anecdote or dialogue in the target language, and in modern conversational style.

2.         This material is first presented orally with actions or pictures.

3.         The mother tongue is never used (there is no translation).

4.         The preferred type of exercise is a series of questions in the target language based on the anecdote or dialogue, and answered in the target language.

5.          Grammar is taught inductively; rule generalization comes only after experience.

6.         Verbs are used first, and systematically conjugated much later.

7.         Advanced students read literature for comprehension and pleasure; literary texts are not analyzed grammatically.

8.         The culture associated with the target language is also taught inductively.

Reading Approach

This approach is selected with practical reasons, for people who do not travel abroad, reading is one of the usable skills.

1.         The objective in priority order are (a) reading ability, (b) current and historical knowledge of the country where the target language is spoken.

2.         Only the grammar necessary for the grammar is taught.

3.         Minimal attention is paid to pronunciation.

4.         From the beginning, a great amount of reading is done, both in and out class.

5.         The vocabulary is expended as fast as possible, since the acquisition of vocabulary is considered more important than grammatical skills.

6.         The vocabulary of the early readings is strictly controlled.

7.         Translation reappears as a respectable classroom procedure.

Audiolingual Approach

A reaction to the Reading Approach, much is taken from the Direct Method, the rest from behaviorism.

1.         New material is presented in dialogue form.

2.         There is dependence in mimicry, memorization of set phrases and overlearning (i.e. it is believed that language learning is habit formation).

3.         Structures are sequenced and taught one at a time.

4.         Structural patterns are taught using repetitive drills.

5.         There is little or no grammatical explanation; grammar is taught y inductive analogy rather than deductive explanation.

6.         Skills are sequenced: listen, speak, read, and write.

7.         Vocabulary is strictly limited and learned in context.

8.         Teaching points are determined by contrastive analysis.

9.         There is much use of tapes, language labs, and visual aids.

10.      There is an extended pre-reading period at the beginning of the course.

11.      Great importance is attached to pronunciation with special attention being paid to intonation.

12.       The cultural background of the target language is stressed.

13.      Some use of the mother tongue by the teacher is permitted.

14.      Successful responses are immediately reinforced.

15.      There is a great effort to prevent students’ errors.

16.       There is a tendency to manipulate the language and disregard content.

Cognitive Approach

A reaction to the behaviorist features of the Audiolingual Approach.

1.         There is emphasis on communication, or communicative competence (i.e. being able to use the language).

2.         Language acquisition is seen as rule (not habit) formation, deductive explanation of grammar is preferred.

3.         Pronunciation is de-emphasized, since it is considered futile for most students to try to sound like native speakers.

4.         Group work and individualized instruction are encouraged.

5.         There is a renewed interest in vocabulary, especially the expansion of passive of vocabulary for reading purposes.

6.          The teacher is viewed as facilitator rather than a figure of absolute authority.

7.         The importance of comprehension, especially listening comprehension is emphasized.

8.         Errors are seen as inevitable by product of language learning, systematically study, interpretation and well possible, remediation are of concern.

9.         The written language skills (reading and writing) and the spoken language skills (listening and speaking) are viewed as being of equal importance, rather than the former secondary and the later primary.

10.       Repetition in and of itself is discouraged; silence is recognized as useful and often necessary.

11.       There is contextualization of each teaching points through the use of audiovisual aids, stories or other appropriate means.

12.       The use of mother tongue and translation is permitted.

13.       There is increased interest in the affective domain; the attitude of the teacher and the students are seen as important, human sensitivity crucial, and the quality of interaction a significant variable.

14.       Bilingual – bicultural proficiency is seen as an ideal goal.

An Eclectic Method

The following is quoted as part of an article complied by Haskell (ed.) in selected article from the TESOL Newsletter 1966 – 1983 (p.119).

An eclectic methodology (or approach) is one which utilizes the best (or most appropriate and useful) parts of existing methods. There is the danger of eclecticism, of creating of a Frankenstein monster rather than a Cinderella. The use of the term “an eclectic method” suggests, in one sense, the need for a single, best, method to follow. It also suggests inability to be eclectic.

As in the “pragmatic” approach of Oller and the ethnomethodology which Eskey finds appealing, there is a growing awareness among ESL teachers of the need to be concerned with teaching “appropriate” use of language. If not, an eclectic method, then, perhaps we can come to terms with some general principles or attitudes, some conclusion that can be drawn from current research and thinking in the field.

1.          Language learning must be meaningful, real.

2.          Translation is a specialized language skill and is inappropriate from the beginning language learner (and most teachers) to rely on as a method of learning. It is a truth that, though immediately useful, becomes harder and harder to throw away the longer it is used. As used in Counseling Learning, it may be a useful tool in establishing an initial basis for comfortable communication.

3.          Language learning should be done in the target language.

4.          Mimicry, memorization, and pattern practice do not “teach” language.

5.          Reading aloud (oral reading) while useful during the decoding stage, doesn’t teach reading.

6.          Vocabulary acquisition, the use of a large and varied vocabulary, should come early.

7.          Reading and writing should not be delayed but taught as soon as the student is ready.

8.          Teachers need not insist upon mastery of one pattern before moving on to another, nor the presentation of one item at a time, but should provide ample opportunity for reinforcement and continuous use of all patterns and structures in meaningful real contexts.

9.          Most students’ errors are not caused by language interference (less than 10 percent according to Burt and Dulay, and then mostly in the area of pronunciation). Learning strategies, incorrectly applied, are the cause of some 67 percent of students’ errors. Attention should be placed on the regularities and the universals of language rather than differences.

10.       The first step in any class/program should be to determine what the student needs to learn.

11.       Second language students bring a great deal of experience and knowledge about language to their learning situation. Language learning is facilitated by helping the student relate to his own experience. 

12.       Communicative competences suggest that appropriateness and utility are crucial variables in language acquisition (and language must consider such things like kinesics, culture, stress, rhythm, intonation, and vowel reduction).

13.       Language learning will not occur unless the student is able, wants to, and makes a personal commitment to learn. In whatever way you measure or define motivation, it will be the student’s choice and decision that determines his language-learning success. The expectation of the teacher and the program, and the support of the “community” will greatly influence that decision. Remember, “you can lead a horse, but you can’t make it drink” (unless it wants to drink).

Task 3

1.        Discuss the strength and weaknesses of each method/approach.

2.        Take an English teacher in your previous secondary school as an example. How would you describe his/her method or principle in TEFL?