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Assignment 2. Summary and Book's Feature

The document discusses recent trends in materials for teaching English as a foreign language. It summarizes that the communicative language approach remains prominent, and that learners should set goals and learn according to their needs. Current coursebooks focus on engaging tasks and view language as a vehicle rather than object of study. Authentic materials are increasingly emphasized, though online resources don't ensure oral production. Blended learning combines in-person with online instruction to improve learning and teaching. Teachers must consider materials' original purposes and adapt based on students' needs.

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40 views

Assignment 2. Summary and Book's Feature

The document discusses recent trends in materials for teaching English as a foreign language. It summarizes that the communicative language approach remains prominent, and that learners should set goals and learn according to their needs. Current coursebooks focus on engaging tasks and view language as a vehicle rather than object of study. Authentic materials are increasingly emphasized, though online resources don't ensure oral production. Blended learning combines in-person with online instruction to improve learning and teaching. Teachers must consider materials' original purposes and adapt based on students' needs.

Uploaded by

Karen
Copyright
© © All Rights Reserved
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Download as PDF, TXT or read online on Scribd
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Materials and Resources in English as a Foreign Language

Recent trends in materials

The Communicative Language Approach has remained within the Language

Teaching context. Gradol (2006) proposes a fresh view of language learning. In his

book English next, He remarks that it is important for the learner to set goals during

the learning process. They should learn according what their needs demand.

The learner’s active contribution has had an important impact on designing

materials. These features are: role of the teacher and learner, learner autonomy,

learner training, self-access, learner-generated-syllabi, learner error-evaluation.

The grammar syllabus aims the potential effects of conscious knowledge of

grammar through participation in tasks. On the other side, lexical syllabus brought

to light the automatic access that a skilled user of language has to lexical chunks

for production and for reception.

Current coursebooks focus on engagement through tasks. The new trends

suggest that language should be seen more as a vehicle than as an object of

study.

According to some psycholinguistic findings the outcome will depend on the

actions of the learner.

Authentic material has been emphasized recently, specially written texts. it has

to do with the fact that language in use is now the object of language study.

thanks to the internet students can have access to thousands of authentic

materials and become active producers of the target language through social

networks, blogs, chat-lines etc. Even though they are helpful as pedagogical tools,

they do not assure oral production in the target language.

Karen Cruz June 2020


Materials and Resources in English as a Foreign Language

In terms of blending learning, it combines face to face instruction with

computer-mediated instruction. The teacher and the learner work together to

improve the learning and the teaching practice. This model leads the students to

become more independent during their learning process.

Language in use based on skills was gaining strength and underlined the

importance of giving students practice in sub-skills. It mostly included reading

tasks. There several features around teaching and materials that is why Sterned

suggested three separated axis:

1. intralingual-crosslingual: Teaching strategies that from Direct Method can be

characterized as intralingual and the Grammar Translation Method crosslingual.

2. Explicit-Implicit: The nature of language learning and its conscious or

unconscious nature.

3. Analytical experiential: Analyses the complexity of the language in order to

analyze the basis for teaching.

As a conclusion, teachers have to pay attention to their background or the

purpose they were written for. Teaching strategies and materials cannot be worked

on isolated. We have to do the corresponding research and classify or adapt them

according to our students’ needs.

Karen Cruz June 2020


Materials and Resources in English as a Foreign Language

Book’s feature

I work with teenagers in a public high school. Unfortunately, the time for

practicing the target language is not enough and it has been difficult sometimes to

develop the student’s communicative skills because of different factors, cultural

backgrounds, lack of motivation and resources etc. It has been a challenge to me

to lead them to the great world of languages learning. One of the main problems

had been the one of choosing the right materials since we are involved in a

Bachillerato Tecnológico context. What is more we have to enclose our program in

a socio-emotional every week. We just brought in a coursebook, because we

though it would help us to save time, we found one that was aligned to the update

program for Bachilleratos Tecnológicos and provided fast-paced lesson and I have

enjoyed to work with because it is up to date, their topics are interesting and have

caught my students’ attention, and promotes learners’ communicative skills.

I consider the syllabus type presented in the first one is functional-notional since

they present linguistic features in the form of functions situated in specific contexts

and assumes that “the learning process is a gradual accumulation of parts until the

whole structure of language has been built up”. Nunan (1988)

Karen Cruz June 2020


Materials and Resources in English as a Foreign Language

Appendix

Karen Cruz June 2020


Materials and Resources in English as a Foreign Language

Karen Cruz June 2020


Materials and Resources in English as a Foreign Language

Karen Cruz June 2020


Materials and Resources in English as a Foreign Language

REFERENCES:

• IEXPRO University (2020). Class Anthology

• Corespi, R. (2020) Nowadays 2. Delta Learning

Karen Cruz June 2020

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