International English Teaching and Learning - Term Paper Example

Redesign and evaluation of materials for a particular context {Name of the university} {Name of the instructor} {Name of the student} January 24, 2012. Redesign and evaluation of materials for a particular context This essay will evaluate the materials to be used in teaching English lexicons in international context. Learners being competent in lexicon are important as they are regarded as the key component in communication. This is supported by both corpus and psycholinguists who perceive the importance of using prefabricated materials instead of making use of materials which are ruled based in nature (Graddol, 1997, p. 45). The aforementioned aspect has been adapted in the ETL teaching materials to meet the international context. This is due to the fact that lexical items are not only unique academically and professionally but also individually and personally. Studies have proven that strategies applied in learning and teaching English lexicons in an international context not only make the learning process self direct but also results into transferability to international context. However according to research carried out by Graddol (1997, p. 45) there is need to train learners on the various ways of and therefore in this regard the English course books are the main agenda for classroom practices in the international context. Therefore, this particular study will critically analyze international ELT teaching materials and the essential learning practices in the same context. According to Holliday (1994, p. 112) for a long period study have proven that it is important for learners of a language to have a good knowledge of the English vocabularies so that they can be in a position to construct English sentences that are meaningful. This was as result of language teachers highlighting that lexical competence is essential in competency in communication and hence it is essential for learners to build a great knowledge for the same. According to Mckay (1992, p. 57) there are two strategies that should be used in teaching English vocabulary in the international context. One this is structured vocabulary learning and non-structured vocabulary learning approaches. Holliday (1994, p. 227) points out that learners who get involved in structured approach of leaning English vocabulary in most cases get involved independent studies whereby they do not only record the lexical items they have acquired during the learning process but they also self-initiate the learning activities without relying on the help of the teacher. In addition they are likely to go over what they have learned and apply the same when outside classroom setting. In regard to this it can be argued that based on this valuation learners who use structured approach are likely to be more successful as compared to their counterparts who do not. The structured approach according to Graddol (1997, p. 145) involves strategies such as encoding, note-taking, dictionary, guessing, activation and rehearsal are applied in the international context. These strategies are selected on the basis that they are not only self initiated but also catches and retains the attention of the learners. In addition to that learners who use the structured approach are in a position to select words which are important to them and which will assist them to understand a passage. Furthermore, the unstructured approach only allows learners to be in a position to get the meaning of the words clearly by using a number of meanings (Holliday, 1994, p. 134). On the other hand, if the skill of guessing, use of dictionaries and note taking which are cognitive strategies are essential practices which can be used in teaching and learning English vocabularies in international context. On the other hand strategies such as encoding and rehearsal are regarded as memory strategies or practices which are applied by learners as they learn English lexical (Mckay, 1992, p. 87). In a classroom within the international context activities such as rehearsal activities which include repetition and word listing are some of the strategies which can be combined in the aforementioned approach. The ELT teaching materials should also include word listing and aspects of repetition. In addition to that the ELT materials should include the element of encoding which include activities such as word structure, imagery, auditory, visual, association and contextual encoding should be included in the ELT materials should are to be used in the international context. In addition to that the activation activities should be included in the ELT materials which have activities such as international learners making use of the learnt words in new and diverse contexts. Moreover, the ELT materials which are to be used in the international context should also include aspects of repetition whereby learners are given the opportunity to rehearse what they have learned in addition to activities such as testing, reading words that are related, writing the words leant and linking them with their meaning and cumulative rehearsal (Mckay, 1992, p. 67). Another activity that should be included in the ELT materials is the aspect of feature analysis which includes word classification, suffix and spelling. In this aspect include features such as simple elaboration which have mnemonic, paraphrase and use of contexts which are complex in nature (Holliday, 1994, p. 112). This is due to the fact that learners who make use of a variety of learning activities or strategies are likely to be in a position to recall English vocabularies in addition to using them appropriately. Evaluation guideline followed In the selecting the ELT teaching materials certain guidelines were followed. The first guideline based on the contextuality of the ELT materials. According to () it is important that during the stage of designing the ELT the objectives of the scheme, curriculum and syllabus should be put into consideration. In addition to that, the selection process ensured that the materials were contextualized on the basis of learners’ first language, realities and their experience (Mckay, 1992b, p. 89). The evaluation process also considered the culture process of the learners. Another evaluation process that was used in selecting the above materials was the evaluation process ensured that the selected materials were not only generative on the basis of language but also stimulates interaction (Holliday, 1994, p. 81). This is due to the fact learners are in a position to communicate effectively in a language that is not theirs. Moreover, the materials were evaluated on the basis that they were contextualized to both themes and topics that provided purposeful and meaningful uses to the target language. Another evaluation guideline that was used in this particular case is that the materials selected focused on both function and form (Holliday, 1994, p. 112). Furthermore, the evaluation process used did not only ensure that the materials were not only authentic but also integrated to the use of language. The evaluation used in selecting the ELT materials was also based on the fact that the materials link with other materials with an aim of developing progressive skills, proper understanding and effective use of language items (Kramsch, 1993, p.118). Lastly the used criteria used that the ELT materials are attractive in nature, flexible and have proper instructions. Therefore it is important that the materials were written in language that is simple and easily understood by the learners (Mckay, 1992, p. 67). The ELT materials selected were based on the cultural consideration of the learners, the target culture and even the source culture (Kramsch, 1993, p. 56). On the same the social identity and listing was made it included elements such as social class, ethnic minority and regional identity (Cortazzi& Jin, 1999, p. 90). The element of social interaction was also elaborated on the ELT teaching materials which gave an illustration the different levels of formality that exist between the outsider and the insider (Cortazzi& Jin, 1999, p. 109). Another cultural component included is the national history which only highlighted both the historical and contemporary events which are considered as historical markers (McKay, 2002, p. 122). Consequently the cultural component that was put into consideration during the selection of included the national geography. This is because learners consider geographical factors are important in learning English in the international context as a foreign or second language (Alexander, 2000, p. 78). The cultural components in the ELT materials were not only accurate but also current in addition to eliminating the aspect of stereotyping (Cortazzi& Jin, 1999, p. 117) In regard to the aforementioned elements; there is no aspect of biasness portrayed. The ELT materials are designed in such a manner that they reflect the role and status of English in international context. The ELT materials are in accordance with language policies in some countries whereby English is the language of communication and reading is encouraged from the primary level (McKay, 2002, p. 156). Introduction of ELT materials have also resulted into reviewing some of the language policies so that they can reflect the content of the teaching materials. Finally, the role of English has resulted into the ELT materials being redesigned in a number of countries. For instance the materials have designed to meet the requirements of students learning the English language to use in either legal or business context. Hence, the two materials are essential for teaching English lexica items for learners at all level in international context. Therefore, the highlighted materials are essential for teaching English lexicons. References Alexander, R. (2000). Culture and pedagogy mass. London: Blackwell publishing. Cortazzi, C. & Jin, N. (1999) Cultural Mirrors: Materials and methods in the EFL classroom. In Hinkel (Ed) Culture in Second Language Teaching and Learning, New York: Cambridge University Press, 198-219 Graddol, D. (1997). The future of English London: London: British council. Holliday, A., (1994). Appropriate methodology and social context. Cambridge: Cambridge University Press. Kramsch. C., (1993). Context and culture in language teaching. Hong Kong: Oxford university press. McKay, S. (2002) Culture in Teaching English as an International Language, in Teaching English as an International Language, Oxford: Oxford University Press, Ch. 4: 81-101. Mckay, S.L., (1992). Teaching English as an international language: Rethinking and perspective. New York: oxford university press. Mckay, S.L., (1992). Teaching English overseas: an introduction. New York: oxford university press. Read More