Evaluation of the English File Intermediate - Essay Example

jEvaluation of the English File Intermediate Introduction (Do you want me to do this as well Framework (I am assuming the framework that you have sent me will be adopted straight away and there is nothing from my end to be done on it. If you want me to write that as well, pl let me know. I take it you want me to write from the evaluation onwards). Evaluation Roadmap 1. The evaluation of the course book, English File Intermediate is done in line with the framework explained in the earlier section. Evaluation will involve checking out with reference to the framework and its guidelines to what extent the book meets the criterion. The evaluation methods and the extent to which the guidelines are met are evaluated by the researcher. 2. The evaluation methodology and framework will be adapted to the current requirement of analyzing the course book. 3. Method to conduct piloting for collection of data to evaluate the course book further will be carried out including designing a questionnaire and the rest of the survey methodology and analysis of the results. 4. Based on this information a conclusion will be drawn for further progress in the research. Evaluation Framework: Evaluation is normally done either prior to the use of the course book in order to decide whether the book can be prescribed for a specific course. Secondly, a course book can also be evaluated while the book is in use. This will help in identifying whether the book has been satisfactory or not. While the book can also be evaluated post use to adjudge the level of usage of the book and to what extent the requirements have been satisfied by the book. Pre Evaluation is important and is also difficult while the in use and in the post evaluation methods the results are more forth coming and may be used for further usage of the book, though may be to some extent the ‘damage’ if any would have been done. In the current research work, evaluation will be carried out on the basis of the guidelines / framework indicated below: Guide Line 1: Aims and Objectives Based on the framework suggested by Cunningsworth (1995), the guide line one will address the aims and objectives of the course work. The Aims and Objectives of the course work are normally set and that would decide on the kind of course book that one might use for the course. Course books better be servants than masters, says Cunningsworth. More in line with this, the choice of the course book will depend on the nature of the students, the level their currently in and they would like to achieve in addition to their learning capabilities. These points need to be considered before laying out the course contents and, subsequently, the course book. Some books might not present the aims and objectives explicitly. But then, there is an implicit referral to the content of the book and the nature of audience for whom the same is addressed. In line with this, most books need to be analyzed as to the aims and objectives of the book and whether the book meets up to the level expected out of it. It should also make itself palatable to the audience it addresses. Though this requirement can appear in various forms, it is highly plausible that there could be dilution of aims and the objectives by catering to specific user needs. The course book should ensure that in midst of all these, it still retains its aims and works towards achieving the same. Before a course book choice is done during a pre evaluation of the book, the evaluator should know the profile of the learners, needs of the learners or the group of learners, their fluency and accuracy, the motivation behind the course, cultural interests and method, age group and most importantly, the duration of the course (Ted Power, 2005). Other constraints like public perception and the examination syllabus like IELTS etc., should also be studied before fixing the aim of the course and thereby the aim of the course book as well. Guide Line 2: Usefulness and Relevance The second criterion that Cunningsworth (1995) talks about is the usefulness and relevance of the course book to the student. In order to appreciate whether the guide line is followed by a course book or not, the requirements from the point of the students should have been very well analyzed and the needs and requirements from their side should have been established. Based on these requirements from the users or students, one can come to a conclusion on the overall needs that the book and the course in turn, has to satisfy. With this as the need to be met, the book may be evaluated to see whether the usefulness and the relevance of the book is in line with the needs of the users of the course book. While selecting the course book it is imperative that the usefulness of the book with reference to the present and the future requirements that the learner might have. It is also important that the book should cater to effective usage of the language for their own personal, professional, academic or any other situation that might be relevant to the learner. This would mean that the teacher and the course ware both should go beyond the class room and then try to make the situations that the learner might face in their day to day life. The entire process of learning should be learner-centered and not teacher centered. Though grammar and other such issues with respect to the language is important, ‘these are means to an end and not an end by themselves’, says Cunningsworth (1995). Guide Line 3: Learner’s needs Course books impose a method to learn on the learners. Whether they like it or not, the course books follow a system that is chosen by the author. It also selects the items that the learner has to learn; the units that they get broken down to and also the sequence that they would learn them. All these are decided by the course book and also to a great extent by the teacher. But these need to be decided taking into consideration the learner’s requirements and his expectations. Learners needs need to be fulfilled in order to realize the best out of the course. Guide Line 4: Support for Learners and Teachers Course books are expected to support the teacher and the learner from a distance. Course books provide with text that the student can understand at his proficiency level of the language. It also provides the student with enough exercises and activities designed to promote fluency in English. These course books provide enough reading examples and contextualized examples that would help the student to learn fast and to the required degree. Course books also help the teachers by giving them pre-made course structure to help them present easily and comfortably to the point. They also provide an approach to learning that would help the teachers to present much more systematically and swiftly with minimum loss of preparation time. Course books also provide the teachers with additional presentation and teaching ideas that would help them in making the class more interesting and to have a different approach to the teaching exercise. Book Evaluation While evaluating the entire book, the following considerations were taken up. 1. Availability of the book locally and the cost effectiveness of the book is also judged. This book is locally available and the usefulness of the book is further evaluated in the later sections. The book is rightly priced and hence the cost does not cause any undue alarm. 2. The book and all the examples in the book are in line with the cultural and social structure of United Kingdom. It refers to incidents and happenings in UK. It is, therefore, comfortable to make use of here. There will not be any specific lacuna or clash in terms of cultural or social understanding. 3. The book has interesting and attractive layout both inside as well as on the cover. This will encourage easier reading and will encourage motivation of the students. There is a fair mix of graphics and text; as a matter of fact larger amount of graphics which will make it easy for the learner. 4. The book appears well organized and makes use of headings and writing styles appropriate to the course books. It also highlights the essential points by boxing them out. By using common examples and conversation situations from real time, the book becomes more useful to the learners. 5. The book does not seem to be repeating or stereotyping any specific topic which shows the book has been carefully edited and structured. Evaluating the book under the framework, it is found that the following points are matched: 1. The aims and objectives of the book include, vocabulary building, easy to learn conversational teaching of English in addition introducing the essential grammar. The sections on grammar, (page number 69, section 3 of unit 5B) is on grammar analysis. Such sections are found under every one of the units which add to the learners’ experience in learning grammar as well as its common usage. Separate vocabulary builder is laid out into a separate collection which is done as an exercise by the learner. All these would mean that the aims and objectives set out by the book are taken care of and achieved. 2. In line with guideline 2, the book has conversation sections in every unit that makes it very useful for the learner. In addition, since direct happening in day to day life is picked up, it is easy to find something relevant for every foreign language learner. This will also be useful when they go out for their day-to-day chores. 3. Learner’s needs are primarily met by the aims set by the book for itself. Typically, the learner expects to make day-to-day conversation by learning English and should be in a position to understand and appreciate the facts involved. Learners expect to build their vocabulary in the language and also try to learn grammar to ensure that these are said or written properly. 4. The final guideline in the framework is about the support to teacher and the learner, alike. The vocabulary section, the grammar section and the conversation sections will help the learner master the relevant topic, in addition will form an on going reference material that could be used whenever there is a requirement. This would form an ongoing support for the learner. In the same way, the teacher is also helped in optimizing the preparatory work that she has to do in handling the class. This way the course book would also be a support to the teachers as well. 5. However, it might be noted that all said and done, there are certain negative points that the book has to own up to. The book does not provide an elaborate learning experience either in the grammar or on he vocabulary., as is clear from the section 3 of 5B. One could see that the grammar analysis does not elaborate much on the taken up topic in this case, Past Perfect. Moderate introduction and the basics are the ones that are provided for the learner. This would only introduce the language and would not cultivate the learning experience. 6. Also it is to be noted that the extent to which the book could be a supporting reference for the student is pretty limited since most of the information provided is fundamental and even the grammar discussed is only preliminary which the learner will not be using after the initial phase of learning is over. Unit Evaluation Cunningsworth’s framework was adopted to evaluate the Unit 5B of the book, ‘English File Intermediate’. The guidelines which form the part of the framework indicated will be adopted and will be evaluated to what extent the book meets the guidelines dictated. Guideline 1: Aims and Objectives Framework Expectations: The aims and objectives of the unit are to build vocabulary particularly relevant to the units specific to conversations related to cars and similar issues. The task of imparting appropriate vocabulary to the learners is taken for the current evaluation of the unit. This would also provide necessary grammar for conversation, writing and reading tasks. Evaluation: Unit 5B has a vocabulary section, page 136 for 8B, the vocabulary builder, provides for enough vocabulary exercises that could be used by the learner to enhance the same. The unit uses a conversational mode of English education and builds the vocabulary and grammatical usage through it. The unit looks at specific vocabulary required for the purpose of conversation connected with the usage and issues of transportations, more specifically, the car. The unit imparts basic vocabulary that is needed for the learner. The aim and objective of the Unit 5B is met. Guide Line 2: Usefulness and Relevance Framework Expectations: In order to assess the materials’ usefulness and relevance to the learners, the content of the course needs to be analysed in terms of the “language items included (and) their balance and organisation”, (Cunningsworth, 1995: 20). It should be relevant to the learner keeping in mind his current status and his targeted status after the learning exercise. The vocabulary developed during the course should be useful to the learner in his immediate work or life. The vocabulary, the grammar should help the learners to make use of this for all of their tasks primarily while speaking / conversation, writing or reading. Evaluation: The unit under evaluation provides the needed vocabulary for the learner’s day-to-day work. A common requirement for any of the foreign language learner is to take care of his mobility or transport from one place to the other. This is a very common requirement which has been met by this unit. While in the first two pages of the unit, the course book aims at delivering the relevant grammar in addition to providing the needed vocabulary so that the learner would make sense to the listener as well as get his job done. Transportation is a very relevant topic and a common one at that since it is during moving from one place to another that the person comes in contact with the public and usage of the language is more, in the initial stages. This helps in augmenting the tasks that the learner does; specifically, the conversation, the writing and the reading activities, in addition to or through improving vocabulary and grammar. The major shortcomings would be the limited extent of vocabulary that the book provides. It is also not possible for a book of this kind to include all the words that people might use during such transactions. The unit stands to support this cause of all the activities and hence it is useful and relevant to the topic taken up. Guide Line 3: Learner’s needs Framework Expectations: Motivation to learn the language till the end of the program, reasonable amount of vocabulary should be taught along with the relevant grammar all form part of the Learners needs. Spolsky (1989) says, ‘The achievement of the various possible outcomes in second language learning depends on meeting a number of conditions. Some of these are necessary conditions, without which learning is impossible; many are graded conditions, in which there is a relation between the amount and extent to which a condition is met and the nature of the outcome; others again are typicality conditions, that apply typically but not necessarily. All this allows, therefore, for the existence of a varied but limited set of alternative paths to the various possible outcomes’. The essential needs that the course book has to meet are the vocabulary and the essential grammar. Rebecca Oxford says, ‘the currently prevalent theory of L2 learning motivation emphasizes integrative and instrumental aspects and has added a great deal to our understanding of how and why student learn L2s. (Rebecca Oxford et al, Spring 1994). Evaluation: The unit under consideration takes care of the essential needs, primarily the vocabulary education and relevant grammar for the vocabulary. Additionally, the unit also tries to retain the interest the learner has by cultivating the motivation and trying to provide the learning environment that would encourage the person to learn more and eagerly. This achieved by properly laying out the unit and attractively presenting it encouraging the person to pick up the book and study. The unit is well laid out and the learning elements are given in points that would increase the kind of interest the learner would have. The unit does not give an exhaustive vocabulary on the topic relevant. It has been repeatedly proved (Norbett Schmitt et al, 1997) that vocabulary though essential in the language learning, speaking and writing skills, with 80% of the words known, the text read can be understood to a great extent and the rest of the words can be guessed. In most of the novels, it has been found that 93% of the words are known to the young children with the native language advantage. The vocabulary built needs to concentrate only on the essential words needed for a meaningful discussion or purpose. A wider target will also be ambitious and may not produce the desired result. Unit 5 of the book presents most of the essential words that are needed for communication and tries to meet only those requirements. This way the pressure on the learner in learning too many words is lesser making it easier for him to learn at the same time enabling him to achieve the conversation that he desires. The Unit might achieve a 50 to 60% vocabulary built up for the purpose and if the learner wants 80% of the used vocabulary, it might have to happen out of personal reading. The unit is inline with the expectation of the Guide line 3 though may not achieve the vocabulary levels aimed at by the framework or other researchers. This might not also be needed for my learners as they are beginners and this provides the necessary head start which has to be used by the learners to build on their vocabulary as they go about learning more in the future. Guide Line 4: Support for Learners and Teachers Expectations of the Framework: The framework expects the course book to provide ongoing support in education themselves and guidance. There can not be one book for the entire life time of a person. However, the book is expected to provide the necessary guidance and act as a reference material on specific topics. This could be grammar or vocabulary and on the methodology to speak particularly in the early days of the usage. Course book should also educate on a specific model for education. The course book should optimize the work of the teacher and help her to continuously monitor and control the course progress. Ideally a teacher’s work book that would give new or different ideas to the teacher helping her in augmenting her presentation skills and approach to the exercise of teaching English as a language. Evaluation: The incident based conversation builder provides enough scope for the learner to keep referring back even during real time situation when he or she has a problem in identifying how to proceed further. The unit after introducing a typical conversation and a ‘nightmare’ experience, provides an assignment that the learner has to try out on both the cases. These would form a clear reference material during and after the course is complete. The vocabulary built up during the course of the work also helps in increasing the conversational efficiency that the person would achieve and would become an ongoing support as a reference for the student. As for the teacher, the unit provides enough exercises for evaluating the learner’s progress in the course and in monitoring the effectiveness of the course. The teacher book also provides for optimizing the amount of work the teacher has to do to prepare for the class room sessions. These support activities will help the teacher to effectively take care of the course and its progress. The Unit 5B can be found to be structured in such a way that the learner first knows what is being planned for the sessions. At the end of the unit what are the essential points that will be learnt by the learner. This will make sure that the learner and the teacher both know what is expected off them at the end of the unit. This kind of benchmarking of the learning will help the student and the teacher to plan their progress and to also monitor it through out the course. Adaptation The book is found to be suitable for my students who are primarily second language learners and who will require not just learning help during the initial days, they would also require conversational help, grammatical, reading, writing and speaking guidance. All these are provided by the book under consideration, in a systematic manner and would fit into the requirements of this course to a great extent. Allwright (1990) views texts as resource books for ideas and activities rather than as "instructional material". The course book has to be a resource book and this book seems to be serving that purpose to a great extent. In addition to this, it is found that the exercises, practical guidance on the conversations would all help learners to try out what they have learnt in their day-to-day life. This will also improve the working of the student and enable them to learn the fundamentals much more easily. A continuous upgrade of their vocabulary and additional word learning exercises at the end of every unit; pronunciation guidance, again at the end of the unit all help the learner to augment his or her skills faster. However the minor lacuna that the unit seems to be having in stressing on the required grammar and on additional vocabulary may be made up by the teacher during the class room session. This minor adapting of the course book needs to be done to ensure that the course is full and complete. (Malamah Thomas, 1987). Adapting will be required in the following areas: 1. Additional vocabulary improvement to enhance the learning experience of the students in order to address the task of improving vocabulary for the learners. This will help in all the other tasks, viz., conversation, writing and reading. 2. More conversational approach where the learners are asked to converse within the group and outside confidently to build the specific skills. This is to specifically address the task of improving conversation. 3. Ensure that the exercises are carried out and evaluated properly to monitor the progress of the learners through the program. This would again improve the performance in all of the tasks mentioned earlier. These would ensure that the book is very well adapted for the program at hand. I also feel that this specific book serves the purpose with the least number of adaptations and easy ones at that. Piloting The study has revealed, so far, the various attributes that make up the success of the course book, English File Intermediate. However, in order to fully ascertain the soundness of the book and the suitability to the language education programs that it is being used for, it is imminent that a monitored piloting is done to evaluate the suitability of the book for the course. The book is introduced in a monitor able size of the students from whom feedback can be collected. A questionnaire is prepared for the teachers to answer before the book could be introduced to the students and in the course. The questionnaire prepared is given in the annexure I. The questionnaire is provided to the teachers and their feedback is taken. The questionnaire employs a Likert Scale varying from 1 to 8 where 1 is for strongly agree and the 8 is for strongly disagree. The questionnaire itself is divided into four parts. The first part is on the aims and objectives of the course, second is on the usefulness and relevance, third is on the learners’ needs and the fourth part is on the support. Aims and Objectives Questions 1 and 2 Usefulness and Relevance Questions 3 and 4 Learners’ needs Questions 5, 6 and 7 Learner and Teacher Support Questions 8, 9 and 10 After completing the survey, the data may be averaged for every question and then for every group. This grouping is done on the basis of Cunningsworth framework. By employing the Likert Scale, the feedback can be translated into numerical values that can be processed. If the book is more than 50% score, then the book can be adopted for the classes. Conclusion English File Intermediate, was evaluated. Specific stress was laid on Unit 5B and the evaluation results have been presented on the basis of Cunningsworth framework. From this, we are able to appreciate the fact that most of the features of the book is in line with the requirements specified by Cunningsworth, though there could be certain others which need to be adopted during the course. Specifically, tests and exercises to suit the required grammatical and other such things may be used during the course by the teacher in addition to what is provided. The course book also provides for the teacher book which was also found to be satisfactory and would save lots of preparatory time for the teacher as well. Based on all these points, it is recommended that the course book, English File Intermediate, be adopted for the ELT program. Annexure I Survey form for the Teachers – ST01 Name Course Title Teacher Id Course Id Please answer the following questions on the course book evaluation using the Likert Scale shown below: (Please tick the relevant square) S No Question Strongly agree Strongly disagree 1 Was the lay out of the book interest grabbing to students? 2 Was the book relevant for your course? 3 Did the book meet your course objectives according to you? 4 Did it answer all the questions you had? 5 Do you think the practical exercises in the book were sufficient? 6 Did the book invoke an interest in the learning of the language? 7 Did you think the examples lacked variety? 8 Will you suggest the book for the next course? 9 Was the book providing enough help in preparing for the class? 10 Will you retain the book for future reference? Any other comments: Signature References 1. Allwright, R.L., 1990, What do we want teaching materials for? In R. Rossner & R. Bolitho (Eds.), Currents in language teaching. Oxford: Oxford University Press 2. Bernard Spolsky, 1989, Conditions for Second Language Learning – An introduction to a General Theory, Oxford University Press, pp 24, available at: http://www.oup.com/pdf/elt/library_classics/conditions_c1.pdf 3. Cunningsworh, 1995, Choosing your course book, London: Heinemann 4. Michael G Moore, 1989, Three Types of Interaction, Center for Distance Learning and Teaching Excellence, University of Texas – Pan American, available at: http://cdl.panam.edu/Home/Files/MMOORE.doc 5. Norbert Schmitt and Michael McCarthy, 1997, Vocabulary: Description, Acquisition and Pedagogy, Cambridge University Press, ISBN 0521584841. 6. Rebecca Oxford & Jill Shearin, Spring 1994, Language Learning Motivation: Expanding the Theoretical Framework, Modern Language Journal, Vol.78, No.1, pp 12-28. 7. Ted Tower, 2005, Choosing a main course book, available at: http://www.btinternet.com/~ted.power/esl0518.html 8. Malamah Thomas, 1987, Classroom Interaction, Oxford University Press. Read More