文斌Unit 1demonstration1123.docx
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文斌Unit 1demonstration1123.docx
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文斌Unit1demonstration1123
1.Whatisatextbook?
AccordingtoWikipedia,“atextbookisamanualofinstructionorastandardbookinanybranchofstudy.Theyareproducedaccordingtothedemandoftheeducationalinstitutions.Textbooksareusuallypublishedbyoneofthefourmajorpublishingcompanies.Althoughmosttextbooksareonlypublishedinprintedformat,somecannowbeviewedonline.”
Textbookisateachingtool(material)whichpresentsthesubjectmatterdefinedbythecurriculum.Auniversitytextbookisrequiredtocontainthecompleteoverviewofthesubject,includingthetheories,aswellastobeofamorepermanentcharacter.
Nowadays,textbooksintraditionalpedagogyhaveevolvedintoagreatvarietyofresourcesusedinlanguageclassroomsuchasaudiocassettes,videos,CD-ROMs,dictionaries,grammarbook,readers,workbook,teacher’sbooks,photocopiedmaterials,flashcards,andotherauthenticmaterials,suchasnewspapers,photographs,advertisements,radio/TVprogrammes,etc.Inmanycasestheterm“materials”isusedinplaceof“textbooks”,whichreferstoanythingthatisusedbyteachersorstudentstofacilitatethelearningofalanguage.Theterm“textbooks”isstillwidelyused,butitsreferencehasexpandedfrombookstoallthematerialsusedaroundorindependentofthebooks.
2.Textbookandinstructiondesign
We'dliketoarguethattextbooksaregenerallyanelementinalargerinstructionaldesign(e.g.acourse).Thereforeonemuststartbylookingatthefunction(s)ofatextbook.Inotherwords,useandproductionofatextbookisrelatedtoa"normal"instructionaldesignproblemsandonecanrelyonvariousdesignmethodsandinstructionaldesignmodels,basedinturnonunderlyingpsychologicalandpedagogicaltheory.
Textbooksareusuallypartofapedagogicaldesign,i.e.itcanbethecenterpieceofacoursesyllabus,itcanbeusedforself-study(studentsandprofessionals),teacherscanassignjustpartsforreading.Accordingtousecontexts,functionsofatextbookarenotthesame.Butwedoargue,thatonecanidentifyparticularfunctionalandstructuralquestionsrelatedtoproduction,structure,function,use,etc.oftextbooks.
3.Theadvantagesanddisadvantagesofusingatextbook
3.1Advantagesofusingatextbook:
∙Itoffersacoherentsyllabus(whatshouldbelearntandtheorderofit)
∙Studentsaremoreawareoftheirprogress,theyseepurposeinlearning
∙Studentscandoactivitiesontheirownaswell–theyaremoreautonomous
∙Itprovidesthemethodology(+activities,texts,differenttypesoflearningmaterial…)
∙Itisvisuallyattractive(pictures,comics…)
∙Itofferslotsofinterestinginformation(e.g.culturalinf.)
∙Itofferslotsofextramaterial(CD-ROMs,audiocassettes,videocassettes,flashcards,tests,etc.)
∙Youdon’tneedtoprepareyourownmaterialandsyllabus
∙Itisaconvenientpackage(comparedtohand-outs)andusuallyeasytocarry
3.2Disadvantagesofusingatextbook:
3.3Over-relianceonabook(Harmer:
‘Theyareproposalsforaction,notinstructionsforuse’;BrewsterandEllis:
‘thetextbookisamenufromwhichyouchoose,notarecipewhichyoufollow’)
3.4VeryoftenproducedinAmericaorGreatBritainforthewholeworld(nolocalinformation,specificculture,noreferencetoourlearners)
3.5Quicklygetsoutofdate(e.g.topicsoncurrentpopsingers)
3.6Mightnotsuityourlearners’needs,doesnotcaterformixedabilityLs
3.7Mightstifleyourcreativity,leadtoboredomandlackofmotivation
4.Evaluatingtextbooks
4.1Why&whatdoteachersevaluate?
WiththerapidELTdevelopmentinChina,moreandmoretextbookshavemadetheirwaytothemarket.ChoosingtherighttextbookisbecomingmoreandmoreimportantatalllevelsofELTinschools.Althoughmostclassroomteacherswillnotbeinvolvedintheproductionoftextbooks,allteachershavetheresponsibilityfortextbookevaluation,selectionandadaptation.Inthisunit,wewillintroducesomeprinciplesoftextbookevaluation,selection,andadaptation.
4.2 Howtoevaluatetextbooks?
Systematicevaluationoftextbooksisbasedonspecificationofobjectives,principlesandprocedures.Anidealsystematictextbookevaluationwouldbealongitudinalone,whichincludespre-useevaluation,whilst-useevaluationandpost-useevaluation.
Thecoreofsystematictextbookevaluationistoexaminehowwellagiventextbookmatchestheneedsofalanguageprogrammeandhoweffectivelyandefficientlyitcanrealisetheobjectivesoftheprogramme.Thereforeneedsanalysishastobedonepriortotextbookevaluation.Duetospacelimitation,inthisunit,wewillfocusongeneralfeaturesof“good”textbooksandhowtoevaluatetextbooksbasedonthesefeatures.
4.3Featuresofgoodtextbooks
BasedonTomlinson’s(1998)conceptionofwhatconstituteseffectivelanguageteachingmaterials,webelievegoodtextbooksshouldhavethefollowingfeatures.
1.Goodtextbooksshouldattractthestudents’curiosity,interestandattention.Inordertodothis,textbooksshouldhavenovelty,variety,attractivelayout,appealingcontent,etc.Ofcoursetheyshouldalsomakesurethatlearningreallytakesplacewhenthestudentsusethetextbooks.Itisnotnecessarilyenoughthatstudentsenjoythetextbooks.
2.Textbooksshouldhelpstudentstofeelatease.Thelayoutofpresentation,tasksandactivities,andtextsandillustrationsshouldalllookfriendlytothestudentssothattheyfeelrelaxedwhenseeingthem.
3.Textbooksshouldhelpstudentstodevelopconfidence.Goodtextbookshelptobuildupstudents’confidencebyprovidingtasksoractivitiesthatstudentscancopewith.
4.Textbooksshouldmeetstudents’needs.Whatiscoveredinthetextbooksshouldberelevantandusefultowhatthestudentsneedtolearnandwhattheywanttolearn.
5.Textbooksshouldexposethestudentstolanguageinauthenticuse.Generallyspeaking,textbookswritteninauthenticlanguagearemoremotivatingandchallenging.
6.Textbooksshouldprovidethestudentswithopportunitiestousethetargetlanguagetoachievecommunicativepurposes.
7.Textbooksshouldtakeintoaccountthatthepositiveeffectsoflanguageteachingareusuallydelayed.ResearchintoSLAshowsthatitisagradualratherthananinstantaneousprocessandthatthisisequallytrueforinstructedlearning(formallearning).Soitisimportantfortextbookstorecycleinstructionandtoprovidefrequentandampleexposuretotheinstructedlanguagefeaturesincommunicativeuse.
8.Textbooksshouldtakeintoaccountthatstudentsdifferinlearningstyles.Tasksandactivitiesshouldbevariableandshouldcaterforarangeoflearningstylessoallstudentscanbenefit.
9.Textbooksshouldtakeintoaccountthatstudentsdifferinaffectivefactors.Goodtextbooksshouldaccommodatedifferentattitudinalandmotivationalbackgroundasmuchaspossible.
10.Textbooksshouldmaximiselearningpotentialbyencouragingintellectual,aestheticandemotionalinvolvementwhichstimulatesbothrightandleftbrainactivities.Goodtextbooksenablethestud5’ntstoreceive,processandretaininformationthrough“multipleintelligences”.
5.Selectingtextbooks
Somepeoplethinkevaluationandselectionaremoreorlessthesamething.Afterallweselectafterweevaluate.However,evaluatingtextbooksisonething,selectingtextbooksisquiteanother.Forinstance,whenweevaluateatextbookwithoutanintentiontouseitforacertaingroupofstudents,wetrytoexaminewhetherwhatiscoveredinthebookcanreallyfulfiltheoriginalpurposesofthewriterofthebook.Inanotherword,isthebookreallysuitableforthelearnersforwhomthebookisintended?
Whenweevaluateatextbookwithanintentionofadoption,wetrytomatchwhatisofferedbythebookwiththeneedsofourlanguageprogramme.However,thisisnoeasyjobforteachers.Foronething,teachersmaybeoverwhelmedbytherichcontentsofthetextbook,whichusuallyhasseveralvolumes.Foranother,teachersdonotalwayshaveaclearawarenessofwhattheirstudentsneed.Inordertomakethejoboftextbookselectioneasier,materialsresearchershavedevelopedseveralpracticalandoperationalchecklistsforclassroomteachers.
Grant(1987)designedathree-partquestionnairewhichcanbeusedasachecklistwhenteachersselecttextbooksfortheirstudents.Basicallythequestionnairehelpsteacherstoexaminetheextenttowhichatextbooksuitsthestudents,theteacherandthesyllabusandexamination:
Choosingatextbook:
questionnaire(part1)
Doesthebooksuityourstudents?
1 Isitattractive?
Giventheaverageageof YES PARTLY NO
yourstudents,wouldtheyenjoyusingit?
2 Isitculturallyacceptable?
YES PARTLY NO
3 Doesitreflectwhatyouknowaboutyour YES PARTLY NO
students’needsandinterests?
4 Isitabouttherightlevelofdifficulty?
YES PARTLY NO
5 Isitabouttherightlength?
YES PARTLY NO
6 Arethecourse’sphysicalcharacteristics YES PARTLY NO
appropriate?
(e.g.isitdurable?
)
7 Arethereenoughauthenticmaterials,so YES PARTLY NO
thatthestudentscanseethatthebookis
relevanttoreallife?
8 Doesitachieveanacceptablebalancebetween YES PARTLY NO
knowledgeaboutthelanguage,andpracticein
usingthelanguage?
9 Doesitachieveanacceptablebalancebetween YES PARTLY NO
therelevantlanguageskills,andintegratethem
sothatworkinoneskillareahelpstheothers?
10 Doesthebookcontainenoughcommunicative YES PARTLY NO
activitiestoenablethestudentsto
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