北京师范大学英语教材分析与设计Lecture5researchissues

1、Analyzing and Developing English Teaching MaterialsLecture 5: Research issues on materials development Before we start nHave you heard or read about any conflicting ideas (controversies, debates) about developing ELT materials? nIf yes, what is your stance?nMajor controversies in the field of materi

2、als development in language teachingPart 1nThe part draws on “Materials development” (Chapter 9) by Brian Tomlinson, in The Cambridge Guide to Teaching English to Speakers of Other Languages, edited by Ronald Carter and David Nunan, Cambridge University Press, 2001.1. Do learners need a coursebook?Y

3、es, because:nIt is a convenient form of presenting materialsnIt achieves consistency and continuationnIt gives students a sense of system, cohesion and progressnIt helps learners revisenIt helps teachers prepare for lessonsNo, because:nIt is superficial and reductionist in its coverage of language p

4、oints and in its provision of language experiencenIt cannot cater for the diverse needsnIt imposes uniformity of syllabus and approachnIt removes initiative and power from teacher (deskill teachers)nThe debate about conscious learning vs. subconscious learning is reflected in materials developmentnM

5、ost language textbooks aim at explicit learning of language plus practice: explicit learning of discrete features of the language2. Should materials be learning focused or acquisition focused?nSome materials aim at facilitating informal acquisition of communicative competence through activities such

6、 as story telling, discussions, projects, games, simulations and drama performance.nCurrently, most coursebooks still follow an approach of form-focused instruction, with communicative activities added.3) Should texts be contrived or authentic?nContrived texts CAN be used because:nMaterials aiming a

7、t explicit learning usually contrive examples of the language which focus on the features being taught. nThese examples usually are short, easy texts or dialogues. It is believed these examples help the learners by focusing on the target feature.nAuthentic texts are better because:nContrived texts o

8、ver-protect the learners and do not prepare them for the reality of language use, whereas authentic texts can provide meaning exposure to language as it is usually used. nIt has strong motivating effect on the learners.nOther voices:nWiddowson: “pedagogic presentation of language necessarily involve

9、s methodological contrivance”.nDay and Bamford: “simplified reading texts also have the natural qualities of authenticity.nRod Ellis: enriched input: input flooded with exemplars of the target structure.nIn order to avoid giving offence, publishers and writers try to avoid taboo topics in materials

10、writing, such as sex, drugs, alcohol, religion, violence, politics, history and pork, which could distress or embarrass the learners.4. Should materials be censored?nHowever some argue published materials are too bland. The world in the EFL coursebooks are “safe, clean, harmonious, benevolent, undis

11、turbed”. nProvocative texts which stimulate an affective response are more likely to facilitate learning than neutral texts.nShould materials:nbe driven by theory or by practicenbe driven by syllabus needs, learners needs or market needsncater for learner expectations or try to change them some peop

12、le claim the purpose of education is to change the learner5. Other controversiesncater for teacher needs and wants as well as those of learnersnaim for language development only or should also aim for personal and educational developmentPart 2: Trends in materials developmentnThere is a similarity b

13、etween new coursebooks from different publishers.nThere is a return to a greater emphasis on language form and the centrality of grammar.nMore books are making use of corpus data reflecting actual language use.nThere are activities that require investment by the learners in order for them to make di

14、scoveries.nThere are more interactive learning packages which make use of different media to provide a richer experience of language learning.Part 3: More Issues on materials development(Tomlinson, B. “What do you think?” FOLIO, Autumn 1999)Issue 1Should the grammar teaching points derive from the t

15、exts and activities or should they be planned in a pre-determined and progressive way?Option 1:1. Select/design a text/activity/task.2. Work on text/activity.3. Work on grammar points embedded in texts or used in activity.nExample: English for Vocational SchoolnAssumption: Teaching the grammar that

16、the students actually need by reference to data they have already experienced is more likely to succeed.nPossible problems?Option 2:1.Decide on the basic grammar points that learners need to learn.2.Design a complete and systematic framework of grammar points, in a sequence which logically builds fr

17、om the simple to the complex.3.Select/design texts/activities that cover the intended grammar points.nAssumption: Teachers and learners expect complete and systematic coverage of the basic grammar of English.nExample: 许国璋英语; New Concept EnglishnPossible problems?Issue 2 Should we focus on providing

18、grammar knowledge and/or grammar practice, or should we focus on helping the learners to develop grammar awareness?Issue 2Option 1 Explicit teaching of grammar, which is followed or accompanied by repeated grammar practicenAssumption: Practice makes perfect.nPossible problems?Option 21.Raise learner

19、s grammar awareness;2.Students discover patterns of form and function for themselves.nAssumptions: Grammar itself is not the ultimate goal; students learn best when their minds are active and they invest their own time, energy and attention in learning progress.nPossible problems?Should the framewor

20、k of materials designed in sequence of grammar or in sequence of functions and notions? function 1 one grammatical form function 2 function 3Issue 3grammatical form 1 one function grammatical form 2grammatical form 3FormFunctionsExamplesGeneral questions1) enquiring information2) Warning/criticizing

21、Are you from England?Are you listening?Option 1FunctionsFormsExamplesAsking for permission1) general questions2) statementMay I use your phone?I need to make a call.Option 2Option 3 (functional-notional grammar)Application targetsstructuresExamplesIdentifying belonging relationPossessive casepronoun

22、sFathers handbagmy storybookShould materials have tasks, activities or exercises?nTasks are always activities where the target language is used by the learner for a communicative purpose (goal) in order to achieve an outcome (Willis, J. 1996:23).Issue 4nTasks are goal-oriented. The emphasis is on understanding and conveyi