Coursebook And Materials Evaluation English Language Essay

Course arrest And Materials Evaluation position Langu years EssayIntroductionEnglish speech con rhyme holds a spectacular signifi thronece in Pakistan. It is the second spoken communication of our country yet enjoys the attitude of first language. It is the medium of didactics method in the institutions of higher pedagogics and is astray apply on radio and television in the country. Several innovatives storys, periodicals and daylegers on different subjects ar create in English. It is the official language of whole the government departments and private ecesiss in Pakistan. Most importantly, our body of law is codified in English and the experience of English is considered to be essential for acquiring good jobs as exams and interviews for civil services, armed forces and other attractive posts be conducted in this language. The inevitability of English, non only in Pakistan however in the whole world, lies in its dominance in the three major aras of dogma s cience, humanities and trade.Keeping in view the importance and the need to nobble this language, Cunningsworth (19845) highlights three main perspectives on English style Teaching as followsThe students need to learn the language to intent it for communicatory purposesIt inevitably to be taught as a system of grammar and phraseology in structural perspectiveThe learners need to develop their quaternary basic skills- version, penning, training and speaking in this languageELT literals play a very important role in some(prenominal) language classrooms but in recent years on that point has been a lot of debate on the actual role of textiles in teaching English as a Second/Foreign verbiage. A successful course book requires a working balance between the three perspectives mentioned above. Arguments ab come to the fore the textual matters include both the advantages and the limitations of bodilys for students as come up as the call for and preferences of teachers who be using them. Other modern issues regarding material rating include text edition design and practicality, methodological validity, the role of school texts in innovation, the au accordinglyticity and the appropriateness of subject matter, and cultural components. Therefore, it is utterly essential that we establish and pass a wide innovation of relevant and contextually appropriate criteria for the military rank of the textbooks that we use in our language classrooms.This paper aims at an analytical employment of a published ELT course book (Stepping send on) with regards to its to a lower placepinning antenna and methodological principles to be drawn through an external as rise up intrinsic rating of the book.LITERATURE REVIEW1- Importance of Textbooks in ELT contextEnglish language command has more than important components but the essential constituents of many another(prenominal) ESL/EFL classrooms and programs atomic fare 18 the textbooks and instruction al materials that ar often employ by language instructors. As in their argument to prove textbooks affective agents of change, Hutchinson and Torres (1994) suggestThe textbook is an to the highest degree universal element of teachingNo teaching- ontogeny situation, it seems, is complete until it has its relevant textbook. (p. 315). some other theorists agree with this observation as Sheldon (1988) states that textbooks not only incorporate the visible heart of any ELT program (p.237) but in any case widen considerable advantages for both the student and the teacher when they argon existence used in the ESL/EFL classroom. more thanover, he gestates that published materials are more reliable for the students because they launcher more credibility than teacher-generated or in-house materials.Textbooks yield a respectable practicality as they are relatively inexpensive and involve low lesson preparation time, whereas teacher-generated materials keister be in efficient in terms of time, cost and quality. In this way, textbooks can reduce lord workload and include teachers the opport building blocky to spend more time in concentrating on the material available instead of arrange for a new one all time. As Hutchinson and Torres (1994) point bulge that textbooks play a pivotal role in innovation and vivification teachers in probablely disturbing and threatening change processes, for they demonstrate new methodologies, introduce change gradually, and create a framework upon which teachers can frame of reference a more creative methodology of their avow.2- Reasons for Textbook EvaluationSince the mid-seventies there has been a movement to run learners the center of language instruction and it is probably best to view textbooks as resources in achieving aims and objectives that live with already been set in terms of learner needs. Therefore, we must make all effort to establish and apply a wide variety of relevant and contextually appropriat e criteria for the rating of the textbooks that we use in our language classrooms. We should also ensure that careful selection is made, and that the materials selected tight reflect the aims, methods, and values of the teaching program. (Cunningsworth, 19957). other reason for textbook military rank is the circumstance that it can be very useful in teacher development and professional growth. Cunningsworth (1995) states that textbook military rank champions teachers to reach useful, stainless, systematic, and contextual insights into the boilers suit nature of textbook material.Sheldon (1988) offers justification through several other reasons for textbook military rating. He suggests that the selection of an ELT textbook often signals an important administrative and educational decision with considerable pecuniary investment. A thorough evaluation, therefore, would enable the focus and teaching staff of a occurrence institution to choose amongst all of the available te xtbooks in the market. Moreover, it would proffer a sense of familiarity with a books content assisting the educators to compare it with the strengths and weaknesses in textbooks already in use.Textbook evaluation, therefore, can potentially be a doer of conducting research as well as a form of professional empowerment and improvement.3- Methods of Evaluating TextbooksOn the subject of textbook evaluation various researchers have suggested ways of helping teachers to be more systematic in their critical approach, by reaching evaluation checklists establish on general criteria that can be used by both teachers and students in many different situations. Although Sheldon (1988) suggests that no general list of criteria can ever really be utilize to all teaching and learning contexts with come in considerable modification. Thats why, al more or less all the educational theorists agree that evaluation checklists should be having some criteria pertaining to the physical characteristi cs of textbooks such(prenominal) as layout, organizational, usable and logistical characteristics. Thus, in this regard, the evaluative criteria presented by McDonough and Shaw (1997), is most satisfactory and applicable in any ELT context.The model of evaluation offered by McDonough and Shaw (1997) consists of dickens stages (A) External evaluation and (B) Internal evaluation. They believe that the teachers should perform an external evaluation first of all in localize to brighten an overview of the organizational principles involved. after this they should move onto a particular internal evaluation of the materials to see how faraway the materials in question match up to what the author claims as well as to the aims and objectives of a wedded teaching program.Thus, the next separate of this paper leave alone present an external as well as internal depth psychology of an ELT course book (Stepping advancing) establish on McDonough and Shaws (1997) model of evaluation. text edition ANALYSIS AN EVALUATIVE STUDY1- Key Facts slightly the Book-Authors and PublishersOne of the most useful starting points in any textbook evaluation is an synopsis of the authors and publishers details. The authors of Stepping Forward are Heather Jones and Robyn Mann and the publisher is a well-established company ground in capital of Singapore, EPB pan Pacific publishers, a trademark of Times make Limited. Ample information close the publishing company such as the contact address, telephone and fax numbers can be found on the inside front cover. Moreover, information about the authors formal education, amounts and types of teaching, administration, and computer program/syllabus and materials development experience is also accustomed which presents a square away picture of the authors having a recognized standing in the field of education and a strong reputation for producing innovative materials.2- Target Audience and increase LevelStepping Forward by Heather Jones and Robyn Mann comprises a series of textbooks. The book under analysis has been intentional for the students of grade six belonging to an age group of around eleven years. The book includes challenging topics, chosen oddly for the interest level of the target students. The topics like My Family, Growing Up, Dinosaurs, Tourism, and light fictionalisation etceteraare highly attractive and motivating for the learners.3- Cost EffectivenessAnother important factor that relates to the choice of a textbook is cost. round cleverness feel that price is not necessarily an important factor in textbook evaluation, but the fact that most ESL/EFL textbooks are published and manufacture in wealthy English-speaking nations such as England and the United States but used in many less-developed nations like Pakistan suggests that price should play a pertinent role in textbook selection. This is particularly the case in countries in which the economic conditions are somewhat less than desirabl e and many students with limited incomes are required to purchase the books for language courses. In this case, Stepping Forward is also a little expensive as it costs Rs.365/-, however, the printing process standard and paper quality worth the price.4- Accessibility and AvailabilitySome additional concerns regarding external evaluation are accessibility and availability. In order to be purchasable for a textbook, it must be currently in print and readily available. Moreover, the publisher should be accessible for additional information, teaching demonstrations, and order requests. At first glance it would seem that Stepping Forward meets many of these requirements for it is a relatively new book that was most recently published in 1995 and then reprinted every year till 2007. Moreover, representatives from the publisher (EPB Pan Pacific) can be easily contacted for ordering information and assistance.5- Audio-Visual Aids and adjunct MaterialsThe book contains several charts, mo dels, and photographs that help clarify and contextualize information. The presence of real life pictures portrays a friendly and motivating atmosphere. The pictures are not merely added for a cosmetic effect, they are rather of an integrative value that they help explaining the groundwork to the learners. In addition, Stepping Forward contains an excellent package of supplementary materials including items such as classroom tape cassettes or CDs, a student workbook, and a teachers guide. More specifically, the teachers guide includes useful page-by-page instructions, teaching suggestions and instructional input, lesson notes, optional tasks and alternatives, classroom management advice, language notes, general notes about the task and cultural data, expansion activities and plunk for ideas, tests, answer keys, transcripts for auditory modality activities, and opportunities for teacher reflection. The student workbook, on the other hand, provides revue exercises and a variety of practice exercises that help the development of students proficiency in grammar, reading, musical composition, spelling, vocabulary, and speaking and has enormous potential for classroom use or for interior(a) assignments.6- Overall Organization of TextbookThe layout and design of a textbook refers to its organization and presentation of language items and activities. In Stepping Forward, for instance, the learning objectives are clear and brief and a detailed overview of the topics, functions, structures/grammar, and skills within each unit can be found in the introductory table of contents. The book follows a thematic/modular format as the course components are effectively and distinctly organized in six thematic sections Personal relations, Nature, Community and Nation, Imagination, Science and Technology and Other people. Four sections contain three units each and cardinal include two units each, which makes it a sum total of sixteen units.7- Authors Claims- the methodolo gical Principles underpinning theBookOne of the most important and essential criterion that pertains to the overall textbook evaluation is the authors approach to teaching methodology. Brown (1995) and Cunningsworth (1995) suggest that it is absolutely essential in evaluating any textbook to determine whether or not its inherent methodology matches the aims and objectives and conforms to the classroom context. The simplest and quickest way for initially discovering a textbooks theoretical premises and methodological underpinnings is to examine its back cover (the countenance). So, a closer examination of Stepping Forwards back cover reveals that the authors (Heather Jones and Robyn Mann) claim to rive to the Communicative undertake and the textbook contains a multi-skills curriculum and follows a local/functional format. The book also tends to focus on both accurate and fluent communication emphasizing linguistic as well as communicative value of the topics. The promotion of inte grated language-skills practice and the inclusion of topical themes, grammatical structures and functions, as well as lexical development are focused. Particular fury is placed on meaningful and veritable(a) communication with the goal of establishing communicative competence in production and comprehension as the authors state in the blurb, students as well as teachers will muster up Stepping Forward an exciting and stimulating language learning experience, one that will result in the learners being competent and confident users of the English language. Moreover, many of the pair and group activities such as role-playing and information-gap tasks are claimed to facilitate learning through genuine interaction and the language skills and sub-skills are presented and practiced through the use of both inductive and deductive approaches.8- Cultural BiasesThe book under analysis, Stepping Forward, can be termed as culturally biased or specific in some regards, for the names of people and places as well as pictures are mostly taken from the Singaporean culture. For example, the travel brochure given on page 131-133 in the textbook, particularly informs about places in Singapore and Malaysia. Similarly, on page 130 the listening activity talks about Hotel Mirimar in Singapore. Moreover, the writing task on page 135 requires force the map of Singapore and the pictures shown on page 129 and 149 have also been taken from real life situations in Singapore.9- Universal ContextNevertheless, in venom of certain cultural specific data, Stepping Forward, has a universal appeal and generates in a world-wide context. Because the activities and tasks knowing around this culturally bound material are not confined to any geographical boundary. Thus, they can be carried out in any context throughout the world.(B) INTERNAL EVALUATION-Units 8 and 9Since the external evaluation displays a positive image of the book, therefore, an internal evaluation needs to be executed march on. The following discussion is going to appreciate the book internally with particular reference to the units 8 and 9.1- Grading and Sequencing of MaterialsThe materials in Stepping Forward are organized in a linear age within the units of the book. either unit begins with a Preview of the topic for eliciting the learners emphasise knowledge and activating their schemata. Then, the four language skills are presented and practised in a systematic manner moving from listening to speaking and then reading to writing with grammar and vocabulary coming between the reading and writing activities.The authors truly claimed in the blurb that the book follows a communicative approach which is achieved through task-based learning (TBL). Such an approach creates a need for learners to acquire new language through the setting of tasks that require them to carry out and struggle through a communicative task, before going on to focus on specific language items that the students find difficul t or problematic. The communicative tasks such as (in units 8 and 9) working on glib-tongued travel brochures, completing the crosswords, playing grammar-games, filling in the tables, making cards or using thesaurus and program library tend to stimulate interaction as well as require the use of language items. These tasks not only intended to introduce language forms through authentic material but also engage the learners in truly meaningful and effective communication such as negotiation of meaning and ideas.2- Presentation of the Language SkillsStepping Forward is a multi-skills syllabus and therefore covers and integrates both productive (speaking and writing) and sensory(a) skills (listening and reading). The authors advocate an integrated, multi-skills syllabus because it considers and incorporates several categories of both meaning and form. A more positive characteristic of the integrated syllabus within Stepping Forward is the fact that the linguistic elements of the te xtbook such as grammar and vocabulary items are closely connected to the skills-base. So, as the grammar element and the vocabulary base become more demanding, the skills work also gets more challenging. An internal evaluation of the book reveals that material used for each skill becomes more mazy as the units progress. An in-depth analysis of the treatment of language skills in units 8 and 9 is presented below.(i) auditionListening activities are designed in Stepping Forward for practicing such sub-skills as making predictions, extracting specific items (scanning/listening for detail), acquiring general information (skimming/listening for gist), extracting detailed information, recognizing function and discourse patterns/markers, and for inferring meaning from context. Every unit in the book deals with a different sub-skill in listening. For instance, in unit 8 the learners are supposed to listen for making inferences about the speakers statements as being glib-tongued or not. H owever, in unit 9 the students are made to listen for specific information in order to clarify meaning and make corrections.(ii) mouthSpeaking practice, in this book, is integrated with other language skills. Every time after presenting a Preview of the topic the learners are given discussion questions for the activation of schemata. Then they are required to talk about the information they gather while listening activities. For example, on page 130, the comment of the listening task ends on the note Be prepared to conclude your opinion later. Moreover, after or while doing most of the reading and writing tasks, the learners are required to discuss the information in pairs or groups. For instance, in unit 8 (page 140) after reading a metrical composition the learners are moved on to a speaking task of verse speaking in groups. Similarly, in unit 9 (page 160), the students are required to perform a role-play after reading a dialogue and on page 166 questions for class discussion are given within a writing activity of creating cards. Such tasks match the authors claim in the blurb Stepping Forward provides numerous activities to enable students to work individually, in pairs, groups as well as class discussion. This provides scope for creative thinking and critical discussion. Speaking tasks and discussions are intended to involve the students in active information sharing, freer cooperative group tasks, and other types of exercises designed to encourage communication skills as they allow the students to extend, refine, and personalize the material they have practised in each unit.(iii) educationReading activities in Stepping Forward are designed to practise sub-skills such as reading for detail or for skimming, scanning, inferring etc. In every unit, reading tasks are divided into two sections Fiction and Non-fiction. In unit 8, the section of non-fiction contains activities around a travel brochure and the fiction section deals with reading a poem. While in unit 9, non-fiction reading is designed around a feature article and fiction reading presents a dramatic play script. Moreover, in order to expose the learners to the reading material beyond the course book, they are also asked to use thesaurus and library (pg 143, 164, 165). These tasks provide a practice of reading for detail, for meaning and for ideas. Reading activities in every unit follow the practice on grammar and vocabulary further forgoing to the writing tasks.(iv) WritingWriting activities in Stepping Forward typically ask students to perform tasks of various kinds such as descriptions, narratives, postcards, reviews, letters etc. It can be suggested,therefore, that the writing skills in Stepping Forward are based on both product and process approaches. Essentially, a product-oriented approach centers on the end-result of writing, whereas a process-oriented approach centers on the process of writing itself. In addition, product-oriented approaches typically engage lea rners in imitating, copying and transforming models of correct language texts while process-oriented approaches strain brainstorming, planning, drafting, revision, and editing.The writing task given in unit 8 (pg 145-146) is based on process approach in which the learners have to write a travel brochure by gathering and organizing information and then rewriting and editing the first draft. However, in unit 9, the writing activity is designed around the product approach in which the students will be working towards an end-product-the greeting card that they have to create.Despite their differences, both approaches to the teaching of writing skills have their advantages. Product writing, for example, emphasizes sentence structure and grammar and is often utilized as an excellent means of preparing students for written examinations. The process approach, on the other hand, prepares them for the complex procedure involved in writing compositions. For these reasons, the authors of Step ping Forward have include activities that incorporate both product and process approaches of writing in this particular textbook.3- Different Learning Styles-Self-studyAnother interesting feature of this book is the website (www.panpaceducation.com) that has been designed to accompany the textbook. The integration of the personal computer and information technology to language learning is becoming increasingly commonplace in many institutions and it seems as though the authors and publishers of Stepping Forward are well aware of this outgrowth phenomenon. In this particular case the publishers have developed an accompanying web-site that teachers can use to find Internet links to professional articles and that students can use to gain additional practice with the material covered in the textbook. This web-site can be used as a useful teaching and learning hawkshaw as it provides teachers with assistance in professional development and also provides students with an fortune to bec ome increasingly self-reliant and less teacher-dependent. Moreover, the promotion of student self-directed study is integral in allowing students to become increasingly aware of their own abilities to remember, learn, and solve problems and more strategic and reflective in their learning, thinking, and problem solving.4- Language Type and ContentLanguage type and content refers to whether the language include in the materials is realistic and authentic and what type of linguistic items are clear in the book. In terms of grammatical structures and functions, Stepping Forward places much emphasis on grammatical accuracy and repetition of structures and functions. Grammar and vocabulary are organized into separate sections in each unit. In unit 8, grammar section deals with pronouns and in unit 9 it provides a practice of simple present and present perfect tense. The section of vocabulary also includes thesaurus use in every unit, so that the students can build on new vocabulary on t heir own. A fair weightage given to grammar and vocabulary in the book justifies the authors claims as it is stated on the back cover of the book a wide range of grammar and vocabulary exercises are especially designed to help students acquire the necessary language skills and vocabulary to discuss and write on the topic in each unit. The authors believe that correct knowledge of grammar and functions are an essential aspect of communicative competence and they have adopted the task-based learning technique as a means of accomplishing their objectives.Since the introduction of the Communicative Approach to language teaching in the 1970s and 80s, there has been a growing school of thought that says that authentic reading, speaking, listening, writing, and grammatical language models should be used to teach English language skills as long as the activities or tasks associated with them are also authentic and suitably graded to the level of the students with whom they are being used. W hereas, many researchers belonging to another school of thought believe that authentic content can often create a number of difficulties and problems for students who are lacking in the proper cultural background knowledge or schemata to properly comprehend a messages meaning and content. Moreover, the selection of authentic texts is frequently quite difficult and challenging and a students inability to make a text can be extremely demoralizing and de-motivating in some instances. Thats why, Stepping Forward presents a combination of both authentic and specious/scripted materials to ensure the success of the book.CONCLUSIONThe preceding analysis shows that Stepping Forward is a relatively modern addition to ELT supermarket. The external and internal evaluation traces out a number of notable and worthwhile characteristics of the book. For example, the entire textbook package is well conceived and it contains a wide variety of useful supplementary materials. The book is also very att ractive and organized in a clear, logical, and coherent manner. This organization reflects a topic-based (thematic) structural-functional syllabus that is designed with the goal of facilitating communicative competence which is the underpinning objective of the book. In addition, Stepping Forward reflects a multi-skills syllabus, and manages to integrate the four language skills without neglecting other important aspects of ELT such as grammar and vocabulary development which is aimed at integrating the communicative and structural approaches of language teaching. In addition, receptive and productive skills are covered through a wide variety of teaching and learning strategies such as top-down and bottom-up listening and reading exercises and both product and process oriented approaches to writing skills. concord to the evaluative model presented by McDonough and Shaw (1997), a successful external evaluation moves onto the internal study and satisfactory results of the internal eva luation further lead towards the adoption/selection of the book. Thus, the positive outcomes of both types of evaluation, validity of the authors claims and its suitability to the learners needs make Stepping Forward a fairly recommendable product for an effective instruction in the dynamic field of English Language Teaching.far from being a problem, the textbook is an important means of satisfying the range of needs that emerge from the classroom and its wider context. Education is a complex and messy matter, what a textbook does is to create a degree of order within potential chaosaround which many forces and demands of teaching-learning process can coherefor goal-directed action in the classroom.