The Touchstone Students - Book Report/Review Example

Name Tutor Course Date Book review: Touchstone students book level 2 Overview Touchstone students’ book level II with Audio CD and CD-ROM Is an elevated bookintroducing an exceptional way of teaching and learning English through new and existing ideas. The book is written by Michael McCarthy, Jeanne McCarthy and Helen Sandiford, expertise in English teaching and other areas of linguistics like vocabulary and grammar. It is an expansion of level 1 teaching for beginning students in teaching and learning. It involves a large data base with a wide range of languages and different types of communication including everyday communication in the international corpus. The book presents the vocabularies, grammar and functions students need by their encounters mostly in their real life and learning experiences. This maximizes time students spend on interactive and personalized activities that are in interested topics taught in class. Audience Intended audience for touchstone is students and teachers of English language and general areas in linguistics. The research used in Touchstone students’ book is the kind relating to people and how they use English language. Another target audience is the adult beginners, young adult group of learners and intermediate learners for English proficiency to build their courage, enhance confidence and improve their ability to understand English with which they can express themselves. The different English speakers are also audience including native English speakers and non-native English speakers through a series of programs as preferable by users such as audio cassettes. Out of the research, students are able to derive ideas for fluent communication using appropriate vocabulary, grammar and conversation techniques. These techniques and success in communication is vital in the current world that is increasingly modern.Since communication involves tasks in writing, pronunciation, reading and listening, research in this syllabus equips students with the appropriate skills to carry out these tasks. Lessons provided by touchstone are applicable in and out of class providing a practical guide to teachers and students through exposure to interactive learner sessions to regular English. The texts are written in natural form providing students and teachers with an easy understanding and the inductive tasks help create awareness in the language. Title Touchstone is concise and informative according to the Oxford dictionary; a touchstone is a kind of stone that used to be used for testing purity of valuables like silver and gold by rubbing it on the metal and testing the streak left. Other definitions refer to applications of the word stating that it is anything which people use to test or judge quality exhibited by other things. This title explains the purpose of the book and learning materials and its meaning is shown throughout the texts. The authors not only target students but also teachers. Information is used to test the confidence level, understandability and effectiveness of learners of English language including both teachers and students. It is also important for testing the quality of English learning methodologies especially the previous traditional methods. The title is therefore fully covered by the texts all through the book. Authors The three authors of Touchstone have a range of affiliations in different sectors but exhibit a common interest in English and linguistics. Michael McCarthy is well versed in applied linguistics being a professor of the same at School of English studies in the University of Nottingham. Other works of this author include publications in other areas of linguistics including vocabulary, discourse and corpora. Some titles in applied linguistics for Cambridge ELT bear his name as a co-author including some vocabulary titles such as ‘Exploring grammar in context’ and ‘Exploring spoken English’. Helen Sandifordis another author of Touchstone with experience as a specialist in sales and marketing other than being an English teacher and teacher trainer. Her expertise in English language and training skills exhibited in the book ‘Touchstone’ can be traced in her nine-year experience as a teacher in Japanese senior high schools where she set up English programs and also in vocational colleges. Sandiford has also organized and directed Seminars across East Asia training English teachers and equipping them with teaching skills. Another author is Jeanne McCarten who has specialized in vocabulary and grammar, having taught in areas like France, United Kingdom, Sweden and Malaysia. Her experience is traced in Material publications use in teaching English and her explicit contribution to developing the Cambridge International corpus’ sections of spoken English. Introduction The purpose of these three writers is to reach out for adult learners both at the beginners and intermediate levels of English to equip them with adequate English skills and confidence in English speaking and writing. Touchstone series also gives understanding of English by application to real life situations. There is a solid representation on of the purpose since level 2 of the book provides vocabulary all through and grammatical concepts required by readers to improve the effectiveness of how they express themselves. All through the book, grammar and listening tasks give learners confidence as they engage in practical English communication together. The authors take a new twist from normal English teaching and equip students and teachers with a more practical approach to learning. With the new approach, objectives of improving learning for English language starters and intermediates is achieved an efficient manner. Methods Methods used by the authors are explicit. It is easy to understand what the main purpose and direction of the writing is. Reproduction of the authors’ result is also possible having knowledge on linguistics and English teaching and learning skills. The authors provide sufficient details of their teaching to give clear understanding. Methodology used in this text is practical analysis through life applicable examples. In the experimental, analytical, r simulation methodology, the authors apply real life situations like people’s daily activities where the readers are required to study pictures and state the kinds of activities displayed (P. 10). This is well illustrated and gives readers a chance to express themselves, therefore improving their understanding of English language. According to Harwood (2010), incomplete sentences to be filled enable learners and their teachers to develop interactive sessions that enhance communication. The book also applies principles of communication through different learning materials, for reading, Audio and CDs as suitable to its variety of users. The authors have embraced the concept of World view in their writing such that different materials are provided to embrace understanding of a range of learners and teachers. Both native and non-native English learners and speaks have been accommodated through the methodology used by authors. Worldview is a concept applied to individuals or a general society describing particular ethics, values or emotions of the society or individual. It helps in understanding people or the society that people live in. This concept can also be used to describe views and principles that are generally accepted in the society, through which people can base their understanding of another individual or their own self. World view provides a basis for understanding others, and the surroundings.McCarthy, McCarten and Sandiford incorporate studies individual of behaviour. This theory postulates that, an individual has a mind which is broken down into behaviours and response to stimuli. This text explains English based on the response of learners considering the fact that, practical learning results to more responsiveness by learners and has a greater effect to learning (Sire, 2004). Although the authors have been able to reach out to their audience minds and intellectual needs, there are some aspects of learning and methodologies they could have done better. The learning materials could also have targeted learning for the less privileged in terms of physical disabilities such as the deaf and blind who are interested in learning English. Since touchstone series aims at helping people who are beginners and helping them out to the intermediate level of learning English, the deaf and blind should also be a target audience so that they are not left out. Some assumptions made by the authors are not justified. According to methodologies and conversations addressed in the series, the authors assume that learners or users are interested in the daily activities’ conversations. This might not be the case for all users of the learning materials. Some professionals are not well conversant with English language and are interested in learning so as to improve their careers, professionalism and communication in their job areas. Some of this expertise will be less interested in conversations like those of a home or classroom settings. Results The authors do not clearly state results; however, results can be drawn from the conclusions of other authors on knowledge exhibited by the book such as Brian Tomlinson (2007) and summaries of the texts. Gordon and Susan (2008) also state a success in multicultural connections due to effectiveness of teaching and learning English among teachers and students. Touchstone has been able to eradicate restrictions and the inability of older learners to identify characters in presentations in books for younger learners. Beginners and intermediate English learners have been reached through touchstone series providing clear and effecting communication of English. There is appropriate use of the language between teacher and student, and students on their own through teachings the book. Talking time has been emphasized where students are practically involved. Diagrams have been provided where learners are to state what they can see and describe it. Students are also required to make statements using specific word provided in texts (P. 17). Vocabularies other than grammar are involved in the talk time tasks where students are required to mention by stating items required in different settings (P. 17). Discussion Discussions in the text are done through teacher and student interaction dialogue and question answer approach. In learning English, the approach adopted for discussion in this case is most appropriate since it equips students with relevant vocabularies required in communication and also improves their confidence in expression (Tomlinson, 2008). Previous works have been linked to this discussion incorporating the objective and purpose of the book series. Michael McCarthy, Jeanne McCarthy and Helen Sandiford have clearly agreed with previous researchers and scholars of English and linguistics by supporting previous ideas. The authors support personal assessment through identification and question answer approach to test understanding. This assessment is researched by (Hansen & Liu, 2005; Liu & Hansen, 2002 as cited by Lin& Yang, 2011). They point out that peer feedback aspects of wiki technology such as editing and assessment is becoming an educative factor for English writing skills among students and in classrooms. However, the work of the three authors also disagrees with other methodologies and researches conducted before. Methodologies and approach used by previous texts on teaching and learning involve traditional approaches which are clearly distasted by the writers who support a more interactive and evidenced approach to learning that motivates learners. The study does not agree to purely theoretical autopsy of English language for learners and development of literacy (Light, 2001). For this reason, the authors express that theory fails to apply natural English to real life issues therefore lacking applicability. To an extent, Touchstone provides solutions to a number of researches conducted by other scholars of linguistics. It also improves findings from previous research. For instance, the article ‘Exploring students’ perceptions of integrating Wiki technology and peer feedback into English writing courses’ (2011) by Lin and Yang, the authors state that there is an increase in the need to use computer technology as a means of teaching and writing foreign language, English in this case. Authors suggest wiki technology as an appropriate example of technology that scholars can use in teaching English language. Touchstone volume 2 gives an insight of technology being used to learn English and in more practical manner. Grammar illustrated can be found from internet sources. Learning English as a second language is difficult as illustrated in the article ‘Exploring students’ perceptions of integrating Wiki technology and peer feedback into English writing courses’ (Lin & Yang, 2011). The objective of the essay is to explore two aspect of English language being used as a second language and the difficulties involved in it. A critical review of the research article with the title provides for the first aspect of the topic. Conclusion It is evident that learning English practically is more efficient and yields more results compared to theoretical learning. The new approach to learning is therefore more adaptable with. Authors of Touchstone have been able to improve learning as they support and previous and current researchers’ work. However, they also disagree with some. Works Cited Sire, James W. Naming the Elephant: Worldview As a Concept. Downers Grove, Ill: InterVarsity Press, 2004. Tomlinson, Brian. Applied Linguistics and Materials Development. London: Continuum International Pub. Group, 2013. Print. Tomlinson, Brian. Developing Materials for Language Teaching. London: Continuum, 2005. Print. McCarthy Michael, McCarthy Jeanne and Sandiford Helen.Touchstone: Student's Book with Audio CD/CD-ROM, Level 2. Cambridge University Press. (2005). Tomlinson, Brian, and HitomiMasuhara. Research for Materials Development in Language Learning: Evidence for Best Practice. London: Continuum, 2010. Print. Gordon, William T, and Susan Willmarth. Linguistics for Beginners. Hanover NH: For Beginners, 2008. Print. Harwood, Nigel. English Language Teaching Materials: Theory and Practice. New York: Cambridge University Press, 2010. Print. McDonough, Jo, Christopher Shaw, and HitomiMasuhara. Materials and Methods in Elt: A Teacher's Guide. Chichester, West Sussex: Wiley-Blackwell, 2013. Internet resource. Tomlinson, Brian. English Language Learning Materials: A Critical Review. London: Continuum International Pub. Group, 2008. Internet resource Light, Richard J. Making the Most of College: Students Speak Their Minds. Cambridge, Mass Harvard Univ. Press, 2001. Print. Read More

Authors The three authors of Touchstone have a range of affiliations in different sectors but exhibit a common interest in English and linguistics. Michael McCarthy is well versed in applied linguistics being a professor of the same at School of English studies in the University of Nottingham. Other works of this author include publications in other areas of linguistics including vocabulary, discourse and corpora. Some titles in applied linguistics for Cambridge ELT bear his name as a co-author including some vocabulary titles such as ‘Exploring grammar in context’ and ‘Exploring spoken English’.

Helen Sandifordis another author of Touchstone with experience as a specialist in sales and marketing other than being an English teacher and teacher trainer. Her expertise in English language and training skills exhibited in the book ‘Touchstone’ can be traced in her nine-year experience as a teacher in Japanese senior high schools where she set up English programs and also in vocational colleges. Sandiford has also organized and directed Seminars across East Asia training English teachers and equipping them with teaching skills.

Another author is Jeanne McCarten who has specialized in vocabulary and grammar, having taught in areas like France, United Kingdom, Sweden and Malaysia. Her experience is traced in Material publications use in teaching English and her explicit contribution to developing the Cambridge International corpus’ sections of spoken English. Introduction The purpose of these three writers is to reach out for adult learners both at the beginners and intermediate levels of English to equip them with adequate English skills and confidence in English speaking and writing.

Touchstone series also gives understanding of English by application to real life situations. There is a solid representation on of the purpose since level 2 of the book provides vocabulary all through and grammatical concepts required by readers to improve the effectiveness of how they express themselves. All through the book, grammar and listening tasks give learners confidence as they engage in practical English communication together. The authors take a new twist from normal English teaching and equip students and teachers with a more practical approach to learning.

With the new approach, objectives of improving learning for English language starters and intermediates is achieved an efficient manner. Methods Methods used by the authors are explicit. It is easy to understand what the main purpose and direction of the writing is. Reproduction of the authors’ result is also possible having knowledge on linguistics and English teaching and learning skills. The authors provide sufficient details of their teaching to give clear understanding. Methodology used in this text is practical analysis through life applicable examples.

In the experimental, analytical, r simulation methodology, the authors apply real life situations like people’s daily activities where the readers are required to study pictures and state the kinds of activities displayed (P. 10). This is well illustrated and gives readers a chance to express themselves, therefore improving their understanding of English language. According to Harwood (2010), incomplete sentences to be filled enable learners and their teachers to develop interactive sessions that enhance communication.

The book also applies principles of communication through different learning materials, for reading, Audio and CDs as suitable to its variety of users. The authors have embraced the concept of World view in their writing such that different materials are provided to embrace understanding of a range of learners and teachers. Both native and non-native English learners and speaks have been accommodated through the methodology used by authors. Worldview is a concept applied to individuals or a general society describing particular ethics, values or emotions of the society or individual.

It helps in understanding people or the society that people live in.

Read More