Cunningsworth's Article Presentation

7/27/2019 Cunningsworth's Article Presentation

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Group members:

Ivy Clare Danius

Lau Ngie Cheon

Leanza Wong Sie BoMuhammad Ismady

Tiong Wong Ing


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INTRODUCTION CLT is an approach rather than method. (Richard and

Rogers, 1986)

Approach: integrate the real life situations into thelearning environment and ask for learnersparticipation

Language practise should resemble real-lifecommunication, with genuine exchange of

information and opinions. (Swan and Walter, 1990) There is not one accepted methodology for CLT. No

single authority/text on it. Can be carried out indifferent ways.


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Aims- two fold:

a) to make communicative competence the goal of

language teachingb) to develop procedures for teaching of four skills thatacknowledge interdependence of language andcommunication.

Also as an attemption to replicate genuinecommunication- difficulty faced by coursebook writers


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Why it can be carried out in

different ways Materials of different kinds can be communicative in

different ways.

General coursebook: Include interactions that displayreal-life communication/setting up realistic situations

In written language: Set up realistic activities (readingand writing)

Eg of realistic activity in classroom context: Jigsawreading/ listening useful for promotingcommunicative language use, not based on commonlyreal-life communication


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When Evaluating ActivitiesA) Consider to what extent the skills, strategies

learned and practiced are transferable to the real world(in communication context).

B) Greater the potential for transfer, more valuable theactivity

A more rigorous approach in evaluating- analyze all

complexity (real life interactions that students wouldbe expected to participate in, match them against themodels, practice activities incorporated in thematerials)


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How Coursebook can Help A jump from learning situation to real world outside.

A way to make coursebook activity closer to real-life is byreplacing dialogue with instructions- allowing students to

converse (not wholly communicative but valuable increation of spoken discourse)

strategic planning of communication, structuring of longerstretches of discourse and co-operative element foreffective exchange of meaning and understanding ofspeakers intentions.

Discourse creation element- ROLEPLAY student formulaeown language but know meaning already (limited to levelof language form)


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a) Coursebook dialogue and real

life language use Scotton & Bernsten (1988): the structure of naturally-

occurring conversation was not reflected with thecoursebook that were studied.

When given a similar type of situation in real-life andin the coursebook, the overall discourse structure usedwere remarkably similar but, there are variation of

semantic and lexical choices. Real conversation is much less well-formed; contains

hesitations, fillers, incomplete sentences-


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b) Style and Appropriacy Learners need to develop a stylistic variation so they

can participate actively in spoken interaction.

Awareness and sensitivity should be linked to arecognition of types of speech situation wheredifferent formality is appropriate (able to differentiateinformal, neutral, formal)

Coursebook helps by presenting examples in differentstyles with appropriate context.

Important variables are physical context, social roles ofparticipants, goals of participants (purpose)


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Advanced level: students will be taught to differ thedegree of formality by using particular utterances.

2 things: 1) Examples need to be integrated into

a realistic piece of discourse (provide context in termsof social roles, goals and etc.

2) Students need to understand why someutterances are more polite or formal than othersrather than simply repeat (parrot fashion).


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The Checklist Focuses mainly only on CLT (Communicative

Language Teaching)

The criteria involved were mostly related to:

- whether the content in the coursebook can beapplied/used in real-life situations (is itauthentic/realistic?)

- In interactive communications: Do students have the

opportunities to structure own discourse, learn skill ofturn-taking,

- Can students learn the style and appropriacy used indifferent situations.

Ch kli l f b k di h


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Checklist sample for textbook regarding the

design and content


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ec st or nteract ve

Communications


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Checklist sample of style and

appropriacy


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PROBLEMS

ENCOUNTERED BYCOURSEBOOKS

WRITERS


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a) Element of Unpredictability Coursebooks are written products, designed and

produced in advance of use therefore, it is difficult topredict what will happen in real-life interactions whilemore sophisticated technologies (interactive video)might be able to replace coursebook in the future

There are real-time constraints- learners have tounderstand and respond in matter of seconds.


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b) Relative Complexity Eg: Transactional interactions are predictable to a

certain degree (know outcome before it begun), theirnature is more complex than coursebook-simple Q &A sequences, rarely take straightforward ones, theyinclude openers, pre-closers, hesitations.


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Elaborate Substitution Table Not necessarily saying things that are true for them

Controlled interactions can be genuinely

communicative (students are encouraged to talk aboutown experiences)


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Features not Reproduced in

Coursebooksa) Organization of Conversation

provide models and practice in turn taking, a basic

unit of conversation and interruption techniques(illustrates collaborative nature of conversation)

Can also focus on adjacency pairs- help learners todevelop prediction skills and being able to respond in

a real time. Preferred sequence (elicit an offer rather than direct

request)


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Why we like the Checklist This checklist is fully focusing on the communicative

language learning of students. It is very specific inhelping to identify whether a coursebook can helpthem to converse in real life (authentic and realistic).

Most criteria stated are to ensure will be able toimprove their skills in communication, mainly theproductive skills; speaking and writing.


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Why we do not like the Checklist The checklist is too limited to be used in evaluating a

coursebook as it focuses only on CLT. A good checklistshould include a bigger range for criteria of evaluation.

There are no criteria in evaluating the activities forother skills such as reading and listening.

Generally, it is only good to be used if a teacher is

trying to find a coursebook to improve the studentscommunication skills.

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Cunningsworth's Article Presentation