文斌Unit 1demonstration1123Word下载.docx

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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 

3 

Doesitreflectwhatyouknowaboutyour 

students’needsandinterests?

4 

Isitabouttherightlevelofdifficulty?

5 

Isitabouttherightlength?

6 

Arethecourse’sphysicalcharacteristics 

appropriate?

（e.g.isitdurable?

）

7 

Arethereenoughauthenticmaterials,so 

thatthestudentscanseethatthebookis

relevanttoreallife?

8 

Doesitachieveanacceptablebalancebetween 

knowledgeaboutthelanguage,andpracticein

usingthelanguage?

9 

therelevantlanguageskills,andintegratethem

sothatworkinoneskillareahelpstheothers?

10 

Doesthebookcontainenoughcommunicative 

activitiestoenablethestudentsto