Sunday, 17 November 2013

Tutorial week 9 Preview extracts from a local textbook.

Form 2 Textbook Chapter 3: Famous Face


Page 32
}                    }How closely do you feel that the listening process is mirrored in these materials?

                   -Learners are required to converse with a partner in classroom. One of them can take the role                        of a famous personality. The roles of a fan and a famous person can be reverse so that both                          the learners can have the chance to express, listen and react.

}  To what extent do they assist in developing the listening skills of our learners?
      -Authenticity exist in this task as the language reflect real discourse when they are giving                      compliment and congratulate. Language used is not difficult. For example ‘You sang the song            beautifully.’ The other partner has to listen for the compliment and give acknowledgement.  


 Page 36


}  How closely do you feel that the listening process is mirrored in these materials?
-          Learners are required to listen to the conversation in order to fill in the blanks to complete the statements given in the task. It is a must for learners to listen attentively to given conversation, if they fail to do so, they will not be able to answer the questions correctly.
-          In task B, the situation is the same. Learners are to listen to the conversation again to answer the questions given in task B.

}  To what extent do they assist in developing the listening skills of our learners?
-          Learners are to listen to the conversation attentively in order to understand and also identify the answers. Learners are listening for a purpose, with this, they will pay more attention to the conversation given.
-          Not only that, learners have a background knowledge regarding the theme of the conversation as they have learnt it in the previous tasks. This allows them to be familiar and have a rough idea on the conversation where top-down processing occurs.
-          The more exposure the listener has to them, the greater the ability to comprehend.



            Page 38


}  How closely do you feel that the listening process is mirrored in these materials?
     -In activity A, learners are required to say words after the teacher. This activity focuses on the            consonants of /v/ and /w/.
      -In activity B, learners are required to pronounce words that they have learned in activity A.


}  To what extent do they assist in developing the listening skills of our learners?
     -In activity A, it is a bottom-up practice activity. Learners have to listen and repeat to the words         after the teacher. Learners have to pay attention and listen accurately to the sound in order for           them to get the pronunciation correctly.
     -In activity B, it is a top-down activity since learners have to use their schemata of correct                   pronunciation of the words so that they can say the sentences aloud. This encourage learners to         discuss what they already know about.
     -We noticed that this activity has both bottom-up and top-down approach. Correlation between          two approaches can help the learners to sharpen their listening skill.





Form 2 Textbook Chapter 13: Our Green Heritage

Page 179

}  How closely do you feel that the listening process is mirrored in these materials?
-          For task A, the learners are to listen to a recording and then pay attention to the sequence of the story. After that, they need to sequence the picture given in the textbook.
-          For task B, the learners need to listen to the recording again and then they need to sequence the sentences given in the textbook.

}                    } To what extent do they assist in developing the listening skills of our learners?
-          For task A and B, the learners are listening for a purpose, they need to listen attentively to details from the recording.

-          The task relates to top down process as it requires learners’ background knowledge to enable them to relate the description of recording with the picture given.  

Monday, 4 November 2013

Self-reflection week 6


How it affects me?
In this week tutorial, my group has been given the task to analyse English foreign textbook by using Littlejohn’s checklist. Before the analyzing started, we already know that it will be hard for us because we have to understand the features. We picked 2 chapters from the textbook and analysed every tasks in each chapter. We discussed about the problems we encountered during the analyzing together and at the end, we managed to finish our work.
                Analyzing a textbook is really challenging for me. I could not do it if it was not because of my friends who helped me. I can’t imagine doing the analyzing alone, I will fail to do that. I need to work on that because it is really important for me to know all these things. This task really brought to my attention that analyzing a textbook will help on the teacher’s teaching in the classroom. By exploring the textbook using the checklist, the teachers are able to know what the textbook lacks on, what the teachers can modify from the task to suits the learners, and to choose another textbook that has more features in it.

How does it affect my current level of knowledge and use that knowledge to improve myself?
In this activity/task, we learned one of the ways on how to analysed a textbook. I think that using checklist is very useful although I did not use the other checklists given to my friends. Littlejohn’s checklist turned out to be specific or really in depth on analyzing textbook. Analyzing a textbook is not easy at all. After analyzing the textbook, we have another task to do which is to either use the textbook, modify the activity to make it fun and engaging, or to choose whether the activities suit learners’ proficiency level (or probably do the whole thing).
I realized that this checklist focuses more on what is the ‘inside’ of the textbook and not the ‘outside’. What I meant is, this checklist emphasis more on what can the learners get from the lesson but not about the minor things such as the color of the text and graphics included inside textbook. This minor things can be one of the factor that will make the learners to be motivated in learning. Therefore, I think that it should be used with other checklist that emphasis on the minor criteria. Different checklist might be different to other teachers, so it depends on the teacher themselves to use what type of checklist that they want. The most important thing is to always pick a checklist that is related to the syllabus because it will be easier for the teacher to just add or remove the activity in the lesson rather than have nothing on the checklist that is related on the textbook.
By analyzing the checklist, teachers can found out if the activity suits their learners or not. If it doesn’t, teachers have to modify the activity to accomplish the learning objective.


Self-reflection week 4/5


How it affects me?
For this week’s tutorial, we were given a task to analyse and present about the checklist of Andrew Littlejohn. We created out PowerPoint slides after we finished analyzing the article ‘Material Development in language teaching’ by Brian Tomlinson. At the beginning, it was hard for me to understand Littlejohn’s checklist as I was confused about the frameworks, levels and features mentioned. Also, we got confused with the blank checklist in the article as we did not know what criteria we should include in it, fortunately, the problem was resolved after our lecturer explained everything to us.
Basically, Littlejohn’s checklist has three levels that the teacher or analyzer needs to consider, which are ‘What is there’, ‘What is required of users’ and ‘What is implied’. These three levels are then put inside the checklist with different features making the analyzing of a textbook to be more specific. In our presentation, we were required to tell the problems that we’ve encountered during the analyzing of a textbook that is used in foreign country. Besides the fact that this checklist has too many things to consider, we also found out that it is difficult to be used by an inexperience teachers. They might not understand the features and will have a hard time to decide whether the features are related to the task in a textbook or not. To solve this problem, inexperience teachers can seek consultation to the experienced teacher or to use other checklist to analyse textbooks.

How does it affect my current level of knowledge?
As a future teacher who is going to use the textbook as a learning material, I need to consider about the features in the textbook itself. There are 2 things that I need to consider, which are, the explicit nature of the material (what we can see in the textbook), and the importance aspect of the material (the textbook’s activity). After that I need to come out with some general conclusion whether that activity is appropriate to be conducted in classroom or not.
 However, in our country, analyzing a textbook will not be necessary as we are only using one textbook and it is compulsory in lesson teaching. In my opinion, the learning based on textbook is quite boring. Maybe the teachers can’t use the checklist as a tool to guide them to choose a textbook, but it can be a guide for them to add or remove tasks/activity in the textbook to attain the goals of learning. Therefore, teachers in Malaysia should be more creative to modified or design activities in classroom.

How can I use that knowledge to improve myself?

I personally believe that a learning material, for instance, a textbook, is one of the tool that is needed to conduct a lesson in classroom. This is because each of the students in the classroom have it. Therefore, a teacher should be wise to pick an appropriate activity that suits their learner in classroom. Teachers can use the checklist to add on activities that lacks in the checklist in order to achieve the learning objectives. If there are no activities in the textbook that suits the learners’ proficiency level, teacher should modify the task to ensure students’ participation in classroom.  

Self-reflection Week 3


How it affects me?

In this week’s tutorial, we learned about CLT which is Communicative language learning. We were given three different articles for us to read regarding CLT. From what I have obtained after reading the three articles, sort of get what CLT really isJ. I found out that CLT is not just only about students’ talking in classroom. It is more to that. CLT actually gave the opportunities for students to give their opinion, train their critical thinking (depending on the task give), and to interact with the teacher and also among peers.

How does it affect my current level of knowledge and use that knowledge to improve myself?

During my high school days, my English teacher used to ask students questions or personal opinion. I hate that…probably because at that time my English was not that good so it demotivates me to participate in the lesson. To think back, it scares me that someday my students will be like that too. What if I really want my class to be student-centered, but my students do not cooperate or participate in the activities? Will I be the only one who is doing the talking in the class? What if I failed to entertain my students? I surely do not want my students to hate English because of me. And I do not want to be labeled as ‘cikgu boring’ at the school. Like it or not, students will label that to one of the teachers in every school in this world. I just hope that it will not be me. It really changed the way I think about student-centered learning. It will not always be 100% successful. Students might not learn the language the way the want it to be. They were forced to give opinions in classroom. They might memories the sentences just for the sake of completing some tasks.

 In every lesson, we have aims, just like a goal we try to achieve. But what if it turned out to be something that we really do not want to. That is why, I think I need to learn on how to control myself, not to panic when I face this kind of problems. It will be corny if I say we cannot pleased everyone so we have to bear with it. Even if it is true, teachers should try to change their teaching style to different students. If I found out that I am the ‘cikgu boring’ in the school, I will be motivated to change the way I teach. To make the activity fun, it is always possible, however, to make the students participate in the activity would be hard. A teacher should know their students first. I am glad that we are currently studying about psychology now so that we know the types of student we will have. The most important thing to establish this student-centered learning is to make the students feel comfortable by interacting with them, meaning that we have to approach them first before we expect them to speak out. Maybe we can start by asking their names and hobby (first day of class) or probably call their names to make them feel appreciated in class. These simple things will make them feel motivated in class.

Wednesday, 23 October 2013

Week 7 Class

We completed this task in our assignment group where we discussed on each checkpoint.
·         Declan
·         Elucia
·         Glenn
·         Kat (Loh Chia Yee)
·         Stennia


Checkpoint 1: Search for digital language learning materials.


Checkpoint 2: List down SLA theories and principles
Theories
  • Behaviourist
  • Innatist
  • Interactionist

Principles
  • Materials should help learners to develop confidence
  • What is being taught should be perceived by learners as relevant and useful
  • Materials should require and facilitate learner self-investment
  • Learners must be ready to acquire the points being taught
  • Materials should expose the learners to language in authentic use
  • The learners’ attention should be drawn to linguistic features of the input.
  • Materials should provide the learners with opportunities to use the target language to achieve communicative purposes.
  • Materials should take into account that the positive effects of instruction are usually delayed
  • Materials should take into account that learners differ in affective attitudes
  • Materials should permit a silent period at the beginning of instruction.
  • Materials should not rely too much on controlled practice
  • Materials should provide opportunities for outcome and feedback
  • Materials should help the learner to develop cultural awareness and sensitivity.
  • Materials should reflect the reality of language use.
  • Materials should help learners to learn in ways similar to the circumstances in which they will have to use the language.
  • Materials should help to create readiness to learn.

Checkpoint 3: Sketch out a rough outline of your DLLM.
The DLLM that we have in mind is one which involves comic strips where students will be able to learn from it. We came up with a simple activity as an example as seen below:

Our aim of the activity is to let the students enhance their knowledge of vocabulary by finding synonyms of the given word in which they need to create a sentence for each word.
Learning object        : Vocabulary
Learning material     : Comic created from Bitstrips
                              http://www.bitstrips.com/




Usability:
  • Control of the students: The activity is a simple activity which only requires students to focus on different vocabulary and creating simple sentences.
  • Choice of the students: An image is given to the students where it is based on real life situation.
  • It is collaborative learning process where students work together to find synonyms of the given word
  • The activity is also applicable as they are able to learn new vocabulary in which aid them in having a variety of words to be used while completing a writing task.
  • Students will also be able to know that some words may have the same meaning but used differently.


Checkpoint 4: Summarize explanation for each criteria
  • Errors: Errors are divided into two groups which are serious and less serious. Serious is when the users’ outputs are threatened while less serious refers to the work of the users are disturb.

  • Efficiency: It is to know how well the experienced users can operate an application after they have mastered it.

  • Learnability: It depends on the duration of time for the beginners uses system before they learn the important skills necessary to do tasks.

  • Memorability: Refers to an occasional users’ ability who has previously used the system to remember its operational principle.     

Explain each criterion for visual design
  • Harmony: It is the way to which the display in DLLM interacts together in a pleasing-manner. This can achieved through repetition and rhythm. It pulls the pieces of visual image together and the rhythm is the flow of depicted in a visual and helps direct eye movement. For example when we use prezi or power point, we need to use 3x3 grids to ensure there is harmony.
  • Balance and symmetry: It refers to the element of different sizes can be brought into balance by either moving them closer or further from the centre of the page. Symmetry is when one half of a visual display is a mirror image of the other half. There are different types of symmetry:
    • Horizontal symmetry
    • Approximate horizontal symmetry
    • Radial symmetry
    • Asymmetry
  • Emphasis: It is to create dominance and focus in their work. It emphasis on colour, value, shape or other design elements to achieve dominance. For example, the colour of the background must be dark and the written words on the slides must be in light colour. This is to ensure that there is a contrast on the slide. Also, the main topic must be either middle or on top with bigger font size to tell what is the main topic.
  • Alignment: It is important for the material to have alignment as it is for the organization and grouping. Should visually maximize differences between texts, label and pictures.
  • Unity: Unity is the relationship among visual elements that helps all the elements to work together. It gives a sense of closure or oneness to visual image. It can be achieved through use of similar shapes, common pattern or use of a common background.
        


Tuesday, 22 October 2013

Presentation on the article "The analysis of language teaching materials: inside the Trojan Horse"

The Analysis of Language Teaching Materials

Tutorial Week 3

Identify theory behind communicative language teaching (CLT).
Informations found in Spada and Savignon’s article:
There are many answers to the question “What is CLT?” depending on whom you ask. In this article by Spada, many say that CLT is meaning-based but they have different perceptions on the emphasis. Some says that it focuses the comprehension and production of message but not teaching or correction of language form; some says that CLT is an approach to L2 instruction as well as it includes both fluency and accuracy. These different perspectives are believed due to the presence and absence of the attention in language form which is when Howatt’s (1984) distinction on weak and strong CLT came about.
Hymes’ theory of communicative competence and the belief that knowing a language includes more than knowledge of the rules of grammar also knowledge of the rules of language has influenced CLT. Hyme introduced this theory in broadening the current conceptualizations of language. In this article, the theories stated are very closely related to SLA where the comprehensible input and interactionist hypothesis by Krashen and Long has been discussed. Both hypotheses emphasize on the central role of meaningful communication in language acquisition.
In Savignon’s article, he said Hymes (1971) proposed the term communicative competence to represent the use of language in social context, the observance of sociolinguistic norms of appropriacy. Hymes’ communicative competence was seen as the same as Halliday’s meaning potential where his focus was also on language as a social behavior and not language learning. Berns (1990) stresses that the definition of a communicative competence appropriate for learners requires an understanding of the sociocultural contexts of language use.
Savignon also raised the issue on how grammar and CLT, communication cannot take place with the absence of structure or grammar. It is written that Canale and Swain (1980) sought to put grammatical competence within a more broadly defined communicative competence. In the development of communicative ability, the research findings have support the integration of form-focused exercises with meaning-focused experience. Grammar is important in communication, and leaners learn grammar best when they relate it to their communicative needs and experience.
At the end the article, Savignon also mentioned that communicative language teaching cannot continue without the involvement of classroom teachers. Hence, teachers need to find materials that work to involve learners in the experience of communication.
Theory behind communicative language teaching
Communicative Competence has four components:
i)             Linguistic competence
ii)            Discourse competence
iii)           Pragmatic competence
iv)           Strategic competence
Linguistic competence is the knowledge one has in the application of linguistic items; in order words, linguistic competence is the knowledge on how the language system is being used in communication. Linguistic items include pronunciation, vocabulary, grammar and syntax. Learners with such competence possess the ability to utilise grammar of a spoken language to express themselves. In addition, the learner will demonstrate good knowledge in using appropriate words while communicating. However, if one lacks linguistic competence, he or she will face difficulties in achieving the communication goal in which will lead to communication breakdown.
Discourse competence refers to the ability to produce meaningful speech in such way where ideas are linked across sentences (written discourse) or utterances (spoken discourse). In discourse competence, sentences are assembled following the cohesion rules and rhetorical organisation. Cohesion is how we make use of linguistic items (vocabulary, grammar, etc) to link ideas and meaning in a sentence. Eg:
-          A: It’s very cold.
B: I’ll increase the temperature of the air-conditioner.
Rhetorical organisation focuses on the structure of a text according to genre, it varies according to content, topic and purpose. For example, one would recognise a text which begins with “Once upon a time…” as a narrative writing/fairy-tale story. Discourse competence allows language learners to maintain communication with others.
Pragmatic Competence is the ability to use language appropriately in different situations. A learner that possesses pragmatic competence will be able to transmit and interpret intentions (illocutionary force) with the appropriate language depending on the social situations he or she is put in. Illocutionary force comes from speech act theory and illustrates an utterance to perform different functions or a function represented by different utterances depending on context (Searle, 1969). Eg:
-          Teacher: Please switch off the lights.
Student immediately turns on the light.
(Students know that it is an order and follows the teacher’s order)
In pragmatic competence, we can see how language is used through relationships between people. Pragmatic competence is important as it helps start or maintain social relationships and to avoid miscommunication. Hence, learners also need to learn to be sensitive to different culture practices that will affect the way communication is being conducted.
Strategic Competence is the ability to keep communication going. A learner who possesses this communication competence will be able to maintain communication even when there is a communication breakdown, he or she will also be able to enhance the effectiveness of the communication. Eg:
-          Using simple words or hand gesture to give directions or to describe an object.

b) State the implications of communicative language teaching towards materials development.
Howatt (1984) claims there are ‘weak’ and ‘strong’ version of communicative approach.  The weak focused on the use English by providing learners with opportunities to communicate and the strong version argued that language can be acquired through communication. There is no one perfect approach to teach because it depends on the learners’ language proficiency.
Activities are designed to improve learners’ fluency through negotiating meaning and sharing information in a communicative-based classroom.  However, accuracy is also a crucial element. According to Brown (1993), accuracy and fluency are “complementary principles” for communicative ability. Learners trying to be fluent need to have language accuracy to be able to produce comprehensible utterances.
Cunningsworth (1995) stated that language skills help learners communicate effectively and complement linguistic knowledge. Vocabulary is important to help learners develop learners’ understanding of the English language. For example, learners have to scan, skim and also summarise the passage when writing a summary of a passage. Learners must good vocabulary, so that they able to produce a meaningful summary writing.
Materials and tasks should reflect authenticity, as they connect the classroom and the outside world. Rogers and Medley (1988) defines authentic as language reflecting “a naturalness of form, and an appropriateness of cultural and situational context that would be found in the language as used by native speakers” (op cit, 468). One problem is the suitability of the materials to match the learner’s language proficiency level and interest because of the different background. Learners could lose their interests if the materials are too difficult for them.
The traditional role of the teacher has changed as a facilitator to facilitate learners’ language learning progress by designing, executing and managing activities in the classroom. Teacher also has to act as an independent participant within the learning-teaching group. The learner plays an active role of becoming in language learning. Teachers have to help learners attain autonomy in their own learning by making learners be aware of the language.
The social context is crucial for communicative approach to be successfully implemented. The communicative approach should be context-dependant to enable learners to become communicatively competent.
C) Locate principles supporting CLT within the KBSM English Language Curriculum and F1 English Language
The objectives given are taken from form 1 KBSM English Language Curriculum.
Objectives (Form 1)
·         Make friends and talk about themselves, recount experiences and also enquire about the person(s) they are talking to 
Principle 1: Teach communicative competence: grammatical competence plus ability to use grammar appropriately
-          To achieve communicative competence, learners must be aware of the rules in grammar. So, based on this objective, they need a certain level of linguistic competence to achieve the aim of the objective. Bachman (1990) states that linguistic competence is the knowledge and application of linguistic items. Therefore, the activities done must contain elements of proper grammatical usage. For instance, one of the activities in this objective is “Introducing oneself”; learners must be acquainted with proper sentence patterns that suits with “Introducing oneself”.   Hence, when learners are introducing themselves using the English Language (if they have the chance to), they would be able to use proper sentence patterns that they have already learned in their lesson.
Principle 2: Practice functions and forms in context rich environment
-          According to David Wilkins, “Any individual sentence can be used to perform virtually any function in language and consequently any function may take a variety of forms”. Learners must be able to express through functions as well as demonstrate through form. In terms of function, this principle relates to pragmatic competence. Hedge (2000) stated that pragmatic competence refers to the leaner’s ability to transmit and interpret intentions using appropriate language according to the social context. Learners must be able to express language properly and in-context as to maintain social relationships and to avoid any miscommunication. So, activities being done must be pragmatically competent. For example, when learners are recounting an experience, they must have boundaries in the experience that they are telling in order to not offend other learners in the same class. On the other hand, in terms of form, learners must be able to manifest language being use in speech and writing and this can be done through context rich environment.  Context rich environment is a situation where learners are exposed to linguistic items which reflect real world activities. When learners are exposed to activities which reflect the real world or a situation where they could relate to in their lives, the process of attaining and retaining linguistic items would be much more effective. An activity which reflects real world situation, for instance recounting an experience; learners must be able talk about a situation that they have experienced. Hence, the must have the correct vocabulary (adjectives) to express the situation that they have experience.

·         Make enquiries about services and products and place an order for the product or services
Principle 1: Teach communicative competence: grammatical competence plus ability to use grammar appropriately
-          When making enquiries about services and products and also placing an order, learners must be able to use the WH- questions correctly and this relates to lexical competence. If the learners do not have the proper lexical competence, they would not be able to use proper grammar. When this happens, communicative breakdown will occur. For instance, one of the activities in this objective is role playing activities as a buyer and seller. If learners are not able to produce proper grammar, then interaction between buyer and seller would be affected. In a real-life situation, the seller might misinterpret the message of the buyer. So, having communicative competence allows the learners to be able to engage in a conversation well.

·         Socialize with friends and in groups and make plans and arrangements for joint activities
Principle 7: Promote Collaborative and Cooperative Learning
-          In CLT, learning a language should be collaborative and cooperative. So, learners should interact with each other in order for negotiation of meaning to occur. In a collaborative and cooperative learning environment, scaffolding occurs. The high proficiency learners are able to help and guide the low proficiency learners in doing activities or tasks. Moreover, interaction between learners might help the low proficiency learners to attain certain characteristics of language use. For instance, the low proficiency learners might be able to pick up proper grammatical usage from the high proficiency learners and implement them into their own, thus, raising their own language proficiency.
Principle 8: Provide Error Corrective Feedback
-          Interaction between learners promotes error corrective feedback. Positive feedback confirms the correctness of learner’s response while negative feedback relates to error correction. So, if both are delivered effectively, it would facilitate learning. Thus, this would benefit greatly in interactions between low proficiency learners and high proficiency learners.

·         Obtain information from various text-types such as instructions and notices and obtain factual information on a topic from short texts and present the information briefly to others orally and in writing
Principle 1: Teach communicative competence: grammatical competence plus the ability to use grammar appropriately
-          In a presentation, learners are asked to present information on a topic from short text to others orally and in writing. This relates to linguistic competence as learners need to have decent pronunciation during oral presentation and an adequate use of grammar during writing. Hence, activities such as reading aloud can promote correct use of pronunciation. On the other hand, activities such as writing recounts can help learners to master certain grammatical aspects such as the use of linkers.
Principle 8: Provide Error Corrective Feedback
-          This principle relates to the interaction between the teacher and learners. Teachers could help students in their pronunciation skills by correcting them during the reading aloud activities and also correcting their grammar mistakes in writing activities. However, teachers should not hesitantly correct every mistake or errors that the learners make as some learners’ affective filter would increase and this can result in learners not able to acquire the targeted language.

D) Identify general categories and specific items to evaluate chapters in a Malaysian English Language textbook
General categories: according to (Rubdy, 2003) 3P
i)            Psychological validity
-rationale/learners need
-independence and autonomy
-self-development
-cooperation
-creativity
ii)           Pedagogical validity
-guidance
-choice
-reflection/exploration/innovation
iii)         Process and content validity 
- Methodology
- Content
- Authenticity
- Appropriacy
- Cultural sensitivity
- Layout graphic
- Accessibility
- Linkage
- Selection/grading
- Sufficiency
- Balance/integration/challenge
- Stimulus/practice/revision
- Flexibility
- National/local curriculum concerns