Materials and Methods in ELT E-Book

Jo McDonough

• Herausgeber: John Wiley & Sons
• Kategorie: Geisteswissenschaft
• Sprache: Englisch

Seitenzahl: 545

Veröffentlichungsjahr: 2012

Beschreibung

Materials and Methods in ELT is an essential resource for teachers or for those engaged in taking professional courses relating to all aspects of English language teaching. Now available in its 3rd edition, this popular teachers' guide offers a comprehensive and useful introduction to the principles and practice of teaching English as a foreign/second language. It examines the ideas behind current methodology and teaching materials, in addition to offering a practical guide to approaching materials and methods, evaluation and adaptation, technology for materials and methods, and teaching in under-resourced classrooms. These principles are then related to the individual language skills of reading, listening, speaking, and writing. The authors examine the different methodologies available to teachers for organizing and running an ELT classroom; discussing group and pair work, individualization, classroom observation, and the teachers' role in the contemporary ELT context. Updated throughout, the 3rd edition features a new section on technology for materials and methods, as well as a new chapter on IT in English language teaching, and inclusion of new samples from current teaching materials.

Leseprobe

Table of Contents

Cover

Title page

Copyright page

List of Figures

Preface to the Third Edition

Acknowledgements

Part I: Topics in the Design of Materials and Methods

1 The Framework of Materials and Methods

1.1 Introduction: Setting the Scene

1.2 The Framework: Context and Syllabus

1.3 Conclusion

2 Current Approaches to Materials and Methods

2.1 Introduction

2.2 Communicative Language Teaching and Its Influences

2.3 Some Claims for Current Materials

2.4 Organization and Coverage

2.5 Learners and Learning

2.6 Related Developments

2.7 Conclusion

3 Evaluating ELT Materials

3.1 Introduction

3.2 The Context of Evaluation

3.3 The External Evaluation

3.4 The Internal Evaluation

3.5 The Overall Evaluation

3.6 Conclusion

4 Adapting Materials

4.1 Introduction

4.2 The Context of Adaptation

4.3 Reasons for Adapting

4.4 Principles and Procedures

4.5 A Framework for Adaptation

4.6 Conclusion

5 Technology in ELT

5.1 The Teacher and Technology

5.2 The Technologies

5.3 Views of Technology

5.4 Computers and Reading

5.5 Computers and Writing

5.6 Networked Technologies: Computers, Communication and Collaboration

5.7 Teachers and Technology in Context

Part II: Teaching Language Skills

6 Reading Skills

6.1 Introduction

6.2 Reasons for Reading

6.3 Changes in the Concept of Reading Skills

6.4 Types of Reading Skills

6.5 Schema Theory

6.6 Implications

6.7 Classroom Practice and Procedure

6.8 Feedback to Learners

6.9 Vocabulary and Vocabulary Teaching: Recent Developments

6.10 Vocabulary: What to Teach?

6.11 Vocabulary: Other Possibilities

6.12 Conclusion

7 Listening Skills

7.1 Introduction

7.2 Reasons for Listening

7.3 The Relationship between Listening and Reading

7.4 The Nature of Listening Comprehension

7.5 Listening Comprehension: Teaching and Learning

7.6 Materials for Teaching Listening Comprehension

7.7 Conclusion

8 Speaking Skills

8.1 Introduction

8.2 Reasons for Speaking

8.3 Speaking Skills and Communicative Language Theory

8.4 Characteristics of Spoken Language

8.5 Teaching Pronunciation

8.6 Conversation Analysis

8.7 Classroom Implications

8.8 Types of Activity to Promote Speaking Skills

8.9 Feedback to Learners

8.10 Conclusion

9 Writing Skills

9.1 Introduction

9.2 Reasons for Writing

9.3 Writing Materials in the Language Class

9.4 The Written Product

9.5 The Writing Process

9.6 Correcting Written Work

9.7 Conclusion

10 Integrated Skills

10.1 Introduction

10.2 Situations Requiring Skills Integration

10.3 Integrated Skills in the Classroom

10.4 Conclusion

Part III: Aspects of Classroom Methods

11 Groupwork and Pairwork

11.1 Introduction: Content and Structure

11.2 The Classroom Setting: Functions of Groupwork and Pairwork

11.3 Interaction and Classroom Structure

11.4 Groupwork and Pairwork: Benefits or Drawbacks?

11.5 Conclusion

12 Individualization, Self-access and Learner Training

12.1 Introduction

12.2 Individualization: Some Issues

12.3 Implementation Inside and Outside the Classroom

12.4 Focus on the Learner through Diary Studies

12.5 Learner Training

12.6 Conclusion

13 Observing the Language Classroom

13.1 Introduction

13.2 Why Focus on the Classroom?

13.3 What to Observe

13.4 Different Approaches to Classroom Observation

13.5 Devising Classroom Observation Tasks

13.6 Applying the Tasks to Classroom Data

13.7 Conclusion

14 Views of the Teacher

14.1 Introduction

14.2 The Teacher’s Role

14.3 Teachers in the Classroom: Change and Innovation

14.4 Preparing the Teachers

14.5 Teacher Development and Teacher Research

Bibliography

Index

This third edition first published 2013

© 2013 John Wiley & Sons, Inc

Edition History: Blackwell Publishing Ltd (1e, 1993 and 2e, 2003)

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Library of Congress Cataloging-in-Publication Data

McDonough, Jo.

 Materials and methods in ELT : a teacher’s guide / Jo McDonough, Christopher Shaw, and Hitomi Masuhara. – Third edition.

pages cm

 Includes bibliographical references and index.

 ISBN 978-1-4443-3692-4

 1. English language–Study and teaching–Foreign speakers. I. Shaw, Christopher. II. Masuhara, Hitomi.

 PE1128.A2M383 2013

 428.0071–dc23

2012020859

A catalogue record for this book is available from the British Library.

Cover image: 3D Blue background © CTRd/Stockphoto

Cover design: Nicki Averill Design

List of Figures

1.1

The framework of language teaching.

1.2

Principles of syllabus organization. (Adapted from

Cutting Edge

by Cunningham and Moor, 1999.)

2.1

Form and function.

3.1

An overview of the materials evaluation process.

4.1

Matching external and internal criteria.

4.2

A framework for adaptation.

5.1

Shifts in technology use.

5.2

The writing process adapted from Flower and Hayes (1981).

5.3

Integrating technologies to support the writing process.

5.4

Wordle cloud – ‘family’

http://www.wordle.net/

.

5.5

A wiki home base for an intercultural collaboration.

5.6

Stages in an exchange project between teenage English L2 and Spanish L2 learners.

5.7

A listening blog with embedded video clips, tagged for theme and language level.

5.8

Virtual learning spaces: Second Life.

6.1

The text as object viewpoint.

6.2

The text as process viewpoint.

6.3

Top-down and bottom-up processing of a text.

9.1

Levels of writing.

10.1

Different interpretations of civilization for materials selection.

11.1

Patterns of classroom organization.

12.1

An overview of individualization.

14.1

The role network.

14.2

The teaching environment.

Preface to the Third Edition

This third edition of Materials and Methods in ELT: A Teacher’s Guide has been extensively revised and updated to provide teachers of English as a foreign language (EFL) with a contemporary account of major trends in English language teaching (ELT) materials and methodology. It is based on the same rationale as the first two editions in that we hope it will be equally useful to teachers who are following a scheme of study in language teaching methodology or applied linguistics as well as to classroom teachers of EFL around the world who wish to keep abreast of developments in the field. The overall aim of the book is to provide a synthesis between ‘principle’ and ‘practice’, by making links between background issues – views of language, psychological bases of language learning – and the practical design of materials and methods.

The first edition of Materials and Methods in ELT appeared in 1993 and the second in 2003. During that time we have received extensive feedback from teachers in many parts of the world, and we have tried in this new edition to incorporate that feedback. The revisions for this third edition, undertaken by Hitomi Masuhara working with the original authors, are substantial, though the overall format remains essentially the same, as does the hands-on approach and supportive voice. By the end of the book, we hope that readers will have the necessary skills to understand the most common design approaches for teaching materials, to evaluate critically the principles upon which they are based and to assess their relevance to their own teaching context. It is also our hope that readers will gain some insight into materials and methods within educational frameworks that may differ from their own.

We have divided the book into three parts. The five chapters in the first part relate to the area of materials and syllabus design by looking at the principles on which materials and methods are based. This includes a description of educational frameworks relevant to all ELT practitioners, an analysis of the communicative approach and the wide range of developments that have followed it, a ‘pair’ of chapters on evaluating and adapting materials, and a completely new chapter on technology in ELT, written specially for this book by Diane Slaouti of the University of Manchester. In part II of the book we attempt to relate to each individual language skill in turn the principles discussed in part I, finishing with a chapter that looks at different ways of achieving effective skills integration in teaching materials. The third and final part of the book focuses largely on different methods of organizing the resources and management of the classroom, including a variety of classroom structures and interaction patterns, in particular group and pairwork and the concept of the individual learner. We then focus increasingly on the teacher by looking at classroom observation techniques and in the final chapter on teachers’ roles and possibilities for professional development in the contemporary ELT context.

For this edition, references have been totally updated for all chapters, as have illustrative samples from current and representative teaching materials. There is up-to-date discussion of developments that have taken place since the second edition. The original chapters 2 and 3 have been amalgamated and rewritten, taking a more historical perspective for the analysis of the impact of communicative approaches and exploring current approaches in more detail than before.

Our final goal in writing this book remains that of enabling readers to become better informed about contemporary ELT methods and materials by providing a relatively compact reference package that incorporates practical ‘operational’ tasks into the text with the desired outcome that readers will have the skills to make informed judgements about their present and future classroom practice.

Jo McDonough, Christopher ShawColchesterHitomi MasuharaSouthportMarch 2012

Acknowledgements

The authors and publisher gratefully acknowledge the permission granted to reproduce the copyright material in this book:

Chapter 2:

P. Kerr and C. Jones 2007, Straightforward Intermediate Student Book. Macmillan. © P. Kerr and C. Jones 2006. Published by Macmillan Publishers Ltd. Reprinted with permission of Macmillan Publishers Ltd. All rights reserved.

Scanned pages from A. Tilbury, T. Clementson, L. A. Hendra, D. Rea, A. Doff, English Unlimited Elementary Coursebook with e-Portfolio. Cambridge University Press, 2010, pp. 2–3. Reprinted with permission of Cambridge University Press.

Scan of contents pages from A. Clare and J. Wilson, Speakout Intermediate Student Book. Pearson Longman, 2011. Reprinted with permission of Pearson Education Ltd.

Coursebook map from Outcomes Upper Intermediate 1E, Dellar/Walkley, Heinle/ELT, 2011. Copyright © 2011 Heinle/ELT, a part of Cengage Learning, Inc. Reproduced by permission. www.cengage.com/permissions

Chapter 6:

Exercise 7b, c and d on pp. 66–7 from H. Puchta, J. Stranks and P. Lewis-Jones, English in Mind Level 5 Student’s Book. Cambridge University Press, 2008. © Cambridge University Press 2008. Reprinted with permission.

Excerpt from Life of Pi by Y. Martel. Copyright © 2001 by Y. Martel. This material may not be reproduced in any form or by any means without the prior written permission of the publishers. Reproduced with permission of Houghton Mifflin Harcourt Publishing Company, Random House of Canada Limited, Westwood Creative Artists Ltd, and Canongate Books UK.

Illustration of the book cover Life of Pi by Y. Martell, illustration by A. Bridge. © A. Bridge, reprinted with kind permission of the illustrator.

L. Clanfield and A. Jeffries, p. 111, Global Pre-Intermediate Student Book. Oxford: Macmillan Education. Text © D. Crystal, Instruction © L. Clanfield and A. Jeffries 2010, Design and Illustration © Macmillan Publishers Limited, 2010. Reprinted with permission of Macmillan Publishers Ltd. All rights reserved.

p. 98 Wellar/Walkley/Hocking Innovations Intermediate 1E. © 2004 Heinle/ELT, a part of Cengage Learning, Inc. Reproduced by permission. www.Cengage.com/permissions

E. Glendinning and B. Holmstrom, Study Reading, A Course in Reading Skills for Academic Purpose, 1992, excercise from pp. 104–5. © Cambridge University Press. Reprinted with permission of Cambridge University Press.

J. A. C. Brown, The Social Psychology of Industry, p. 186. London: Penguin 1954. Reprinted with permission of Penguin Books UK.

p. 113, Wellar/Walkley/Hocking Innovations Intermediate 1E. © 2004 Heinle/ELT, a part of Cengage Learning, Inc. Reproduced by permission. www.Cengage.com/permissions

Colchester Evening Gazette for Paying to learn: is it snobbery?

Chapter 7:

p. 36, Wellar/Walkley/Hocking Innovations Intermediate 1E. © 2004 Heinle/ELT, a part of Cengage Learning, Inc. Reproduced by permission. www.Cengage.com/permissions

Extract from p. 30, New Cutting Edge Intermediate Students′ Book by S. Cunningham and P. Moor, Pearson Longman, 2005. Reprinted with permission of Pearson Education Ltd.

Unit 14 pp. 147–8, Just Right Upper Intermediate - Teachers Book 1E by J. Harmer and C. Letherby. Published by Heinle/ELT. Reprinted with permission of Cengage Learning Inc. www.cengage.com/permissions

Chapter 8:

16.1 from Market Leader Upper Intermediate Coursebook by Cotton, Falvey and Kent, Pearson Education, 2001, p. 157. Reprinted with permission of Pearson Education Ltd.

p. 382 J. Angouri ‘Using textbook and real-life data to teach turn taking in business meetings’. In N. Harwood (ed), English Language Teaching Materials. Theory and Practice. Cambridge University 2010. Reprinted with permission of Cambridge University Press.

‘The Bully Asleep’ by J. Walsh, from The Roundabout By the Sea by J. Walsh published by OUP 1960.

Speaking 6A from p. 39 Speakout Intermediate Students′ Book by A. Clare and J. Wilson, Pearson Education, 2001. Reprinted with permission of Pearson Education Ltd.

Chapter 9:

Writing Portfolio of Unit 4 p84 C. Davies, F. Tup, and D. Aziz. 2003. Life Accents. © Times Media Private Limited in Singapore Reprinted with permission of Marshal Cavendish International (Singapore) Pte Ltd

Chapter 10:

‘Water Conservation’ activity written by B. Tomlinson. Unpublished. © B. Tomlinson. Reprinted with kind permission of the author.

p. 52 from G. Duran and G Ramaut, ‘Tasks for absolute beginners and beyond: developing and sequencing tasks at basic proficiency levels’. In K. van den Branden (ed), Task-Based Language Education: From Theory to Practice. Cambridge University Press, 2006. Reprinted with permission.

p. 62 from G. Duran and G. Ramaut, ‘Tasks for absolute beginners and beyond: developing and sequencing tasks at basic proficiency levels’. In K. van den Branden (ed), Task -Based Language Education: From Theory to Practice. Reprinted with permission of Cambridge University Press.

Figure ‘A hole in your hand’ taken from a task-based syllabus for Dutch Language education at the level of secondary education, from KLIMOP+TATAMI, Centre for Language and Education, Leuven. Reprinted with permission.

Figure and activity ‘A gruesome performance taken from a task-based syllabus for Dutch Language education at the level of secondary education, from KLIMOP+TATAMI, Centre for Language and Education, Leuven. Reprinted with permission.

‘Focus on writing: project work’, from pp. 148–9 from A.-B. Fenner, and G. Nordal-Pedersen. Searching 9, Learner’s Book. © Gyldendal Norsk Forlag AS 2008. Printed by permission.

Chapter 12:

‘Openings’ by B. Tomlinson, Penguin 1994. © B. Tomlinson, Reprinted with permission.

Figure 8.3 on p. 193 from Christine Goh ‘Listening as process: learning activities for self-appraisal and self-regulation’. In N.l Harwoods (ed), English Language Teaching Materials: Theory and Practice (2010). © Cambridge University Press, 2010. Reprinted with Permission.

Chapter 13:

pp. 48, 50–1, 126–8 of D. Lubeleska and M. Matthews 199 in the booklet accompanying, Andrew Bampfield, Looking at language Classrooms. © Cambridge University Press. Reprinted with permission of Cambridge University Press.

Transcript between T and S1 and transcript between T, S1 and S2, from pp. 31–2, Chapter 2 by I.-K. Ghosn in B. Tomlinson and H. Masuhara (eds), Research for Materials Development in Language Learning, 2011. London: Continuum. ©Irma-Kaarina Ghosn. Reprinted with the kind permission of the author and by kind permission of Continuum International Publishing Group, a Bloomsbury company.

Every effort has been made to trace copyright holders and to obtain their permission for the use of copyright material. The publisher apologizes for any errors or omissions in the above list and would be grateful if notified of any corrections that should be incorporated in future reprints or editions of this book.

Part I

Topics in the Design of Materials and Methods

1

The Framework of Materials and Methods

1.1 Introduction: Setting the Scene

(Graddol (2006: 22), in his study of global trends surrounding English, comments: ‘On the one hand, the availability of English as a global language is accelerating globalization. On the other, the globalization is accelerating the use of English’. He refers to a statistical projection of the number of learners: ‘… there could be around 2 billion people simultaneously learning English in the world’s schools and colleges and as independent adults. Nearly a third of the world population will all be trying to learn English at the same time’ (Graddol, 2006: 101).

As the need intensifies for social, economic and technological communication at a global level, so English language teaching has been diversifying. For example, English teachers may be engaged in teaching

English as a Foreign Language (EFL) – English taught outside English speaking regions.

English as a Second Language (ESL) – English taught inside English speaking regions to non-native learners.

English for Young Learners (EYL) – English taught as an additional language to very young to young learners up to, normally, primary level.

English for Specific Purposes (ESP) – English taught for specific occupational purposes such as English for medicine and for business.

English for Academic Purposes (EAP) – English taught to those who wish to study at institutes of higher education.

Content and Language Integrated Learning (CLIL) – English taught in cross-curricular programmes in which content subjects and language are taught at the same time.

Whichever varieties of English language teaching we are engaged in, teachers of English are members of an established worldwide profession. Wherever we work, we share many assumptions about what we do; we prepare and use teaching materials and classroom methods and techniques based on similar, or at least comparable, principles. Yet, despite this commonality, it is not unusual for teachers to report a sense of isolation from colleagues in other countries, and even in different areas of their own country. Another attitude that is sometimes expressed is that the teaching situation in our country, or school, is unique, with its own special problems and difficulties. There is some justification for these feelings, of course: many teachers work in geographical isolation, and may not have access to channels of professional communication (journals, conferences, in-service training courses); different countries have widely differing educational systems and philosophies, resulting in teachers being subject to different expectations and pressures.