Materials and Methods in ELT: A TEACHER’S GUIDE PDF

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www.diako.ir www.diako.ir MATERIALS AND METHODS IN ELT www.diako.ir www.diako.ir MATERIALS AND METHODS IN ELT A TEACHER’S GUIDE Third Edition Jo McDonough, Christopher Shaw and Hitomi Masuhara A John Wiley & Sons, Ltd., Publication www.diako.ir This third edition first published 2013 © 2013 John...

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MATERIALS AND METHODS IN ELT

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MATERIALS AND METHODS IN ELT A TEACHER’S GUIDE Third Edition

Jo McDonough, Christopher Shaw and Hitomi Masuhara

A John Wiley & Sons, Ltd., Publication

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This third edition first published 2013 © 2013 John Wiley & Sons, Inc Edition History: Blackwell Publishing Ltd (1e, 1993 and 2e, 2003) Wiley-Blackwell is an imprint of John Wiley & Sons, formed by the merger of Wiley’s global Scientific, Technical and Medical business with Blackwell Publishing. Registered Office John Wiley & Sons Ltd, The Atrium, Southern Gate, Chichester, West Sussex, PO19 8SQ, UK Editorial Offices 350 Main Street, Malden, MA 02148-5020, USA 9600 Garsington Road, Oxford, OX4 2DQ, UK The Atrium, Southern Gate, Chichester, West Sussex, PO19 8SQ, UK For details of our global editorial offices, for customer services, and for information about how to apply for permission to reuse the copyright material in this book please see our website at www. wiley.com/wiley-blackwell. The right of Jo McDonough, Christopher Shaw, and Hitomi Masuhara to be identified as the authors of this work has been asserted in accordance with the UK Copyright, Designs and Patents Act 1988. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, except as permitted by the UK Copyright, Designs and Patents Act 1988, without the prior permission of the publisher. Wiley also publishes its books in a variety of electronic formats. Some content that appears in print may not be available in electronic books. Designations used by companies to distinguish their products are often claimed as trademarks. All brand names and product names used in this book are trade names, service marks, trademarks or registered trademarks of their respective owners. The publisher is not associated with any product or vendor mentioned in this book. This publication is designed to provide accurate and authoritative information in regard to the subject matter covered. It is sold on the understanding that the publisher is not engaged in rendering professional services. If professional advice or other expert assistance is required, the services of a competent professional should be sought. 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 Set in 10.5/12.5 pt Sabon by Toppan Best-set Premedia Limited

3  2013

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Contents

List of Figures

vii

Preface to the Third Edition

ix

Acknowledgements

xi

Part I

Topics in the Design of Materials and Methods

1

1

The Framework of Materials and Methods

3

2

Current Approaches to Materials and Methods

17

3

Evaluating ELT Materials

50

4

Adapting Materials

63

5

Technology in ELT

79

Part II

Teaching Language Skills

107

6

Reading Skills

109

7

Listening Skills

135

8

Speaking Skills

156

9

Writing Skills

181

Integrated Skills

201

10

Part III  Aspects of Classroom Methods

225

11

Groupwork and Pairwork

227

12

Individualization, Self-access and Learner Training

245

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vi  Contents 13

Observing the Language Classroom

268

14

Views of the Teacher

288

Bibliography

308

Index

329

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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.)

13

2.1

Form and function.

25

3.1

An overview of the materials evaluation process.

58

4.1

Matching external and internal criteria.

65

4.2

A framework for adaptation.

77

5.1

Shifts in technology use.

84

5.2

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

91

5.3

Integrating technologies to support the writing process.

95

5.4

Wordle cloud – ‘family’ http://www.wordle.net/.

99

5.5

A wiki home base for an intercultural collaboration.

100

5.6

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

101

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

102

5.8

Virtual learning spaces: Second Life.

104

6.1

The text as object viewpoint.

113

6.2

The text as process viewpoint.

113

6.3

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

120

5.7

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6

viii  List of Figures 9.1

Levels of writing.

188

10.1  Different interpretations of civilization for materials selection.

218

11.1 Patterns of classroom organization.

234

12.1 An overview of individualization.

250

14.1  The role network.

290

14.2 The teaching environment.

293

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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

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x  Preface to the Third Edition 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 Shaw Colchester Hitomi Masuhara Southport March 2012

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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. LewisJones, English in Mind Level 5 Student’s Book. Cambridge University Press, 2008. © Cambridge University Press 2008. Reprinted with permission.

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xii  Acknowledgements 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

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Acknowledgements  xiii 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.

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xiv  Acknowledgements ‘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.

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Part I

Topics in the Design of Materials and Methods

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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.

Materials and Methods in ELT: A Teacher’s Guide, Third Edition. Jo McDonough, Christopher Shaw, and Hitomi Masuhara. © 2013 John Wiley & Sons, Inc. Published 2013 by John Wiley & Sons, Inc.

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4  Design of Materials and Methods • 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 p...