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Lecture 6

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Lecture 6

  1. 1. LECTURE 6 EVALUATION CRITERIA
  2. 2. EVALUATION CRITERIA • Rahimpour & Hashemi (2011): – Content • Vocabulary • reading • grammar • language functions • pronunciation practice – Physical make-up – Practical concerns
  3. 3. EVALUATION CRITERIA • Jayakaran & Nimechisalem (2011) conducted a research on courseware. Criteria considered are: – Compatibility of the materials in relation to the principles of second language teaching – Efficiency & consistency of the anticipated roles of learners, teachers & materials – Balance emphasis of the 4 language skills
  4. 4. EVALUATION CRITERIA • Tsiplakides (2011): – Tasks in materials contribute to language acquisition & development of language skills – Activities are balanced in format – contain free & controlled practices – Activities progress by considering students schemata – Activities are challenging & varied in format
  5. 5. EVALUATION CRITERIA • Inal (2006): 1. Subjects & contents of tasks relevant to aims 2. Learners find tasks interesting 3. Language in tasks are relevant 4. Tasks are varied 5. Tasks are authentic 6. Tasks provide students with training
  6. 6. EVALUATION CRITERIA • Inal (2006) (cont’d) 7. Texts in tasks increase students general knowledge 8. Objectives clearly stated for each task 9. Cultural sensitivities are considered 10.Objectives of the materials compatible with institutions’ language learning aims 11.School’s attitude towards language teaching
  7. 7. EVALUATION CRITERIA • Robinett (1978) cited in Yilmaz (2005): – Goals of the course – Background of the students – Approaches – Language skills – General content – Quality of practical material
  8. 8. EVALUATION CRITERIA • Robinett (1978) cited in Yilmaz (2005) (cont’d): – Sequencing – Vocabulary – General sociolinguistic factors – Format – Accompanying materials – Teachers’ guide
  9. 9. CRITERIA FOR THE 4 SKILLS • how the book deals with 4 skills – skills dimension should complements the grammatical/lexical/phonological knowledge dimension – material deals adequately with all skills – Material helps students to develop their knowledge & the system of English – as grammar element progress, vocabulary should become more extensive, skills work become more demanding & complex (C64-85)
  10. 10. LISTENING Check if coursebook deals with listening: • As part of general oral work – Dialogues & role play - encourage strategy development among students – make informed guesses, ask for repetition • In its own right – Recorded listening passages – for comprehension, extraction of information, lead-in to discussion (C67-68)
  11. 11. SPEAKING • Speaking should be dealt by/through: – oral presentation & practice of language items – Mechanical aspect – pronunciation practice – topics for discussions – Communication activities – with some elements of uncertainty & unpredictability - Students can gain confidence in participating in conversation & develop coping strategy – creating information gap (C69-70)
  12. 12. READING • Can be done easily by books • Needs suitable texts & reference materials (dictionary or wordlist) • Texts used in several purposes: – Develop reading skills & strategies – Presenting/recycling grammar items – Extending vocabulary – Providing models for writing – Giving information of interest to students – Stimulating oral work (C73-80)
  13. 13. WRITING • Normally controlled & guided • Model is given, students produce similar writing based on additional information provided • Familiarize learners with the way written texts are organized in terms of its discourse structure ~ writing conventions, organization & expression (C80-84)
  14. 14. TOPIC &SUBJECT CONTENT • including subject matter which is informative, challenging, amusing, exciting & occasionally provocative • must have a degree of authenticity • help to teach mechanics of communication & communicates effectively about worthwhile subjects& promotes meaningful communication (C86-135)
  15. 15. SOCIAL & CULTURAL VALUES • Materials should be set in social & cultural context comprehensible to the learners • TB directly/indirectly communicates sets of social & cultural values ~ the hidden curriculum which is unstated & undisclosed • Check for possible discrimination of gender, ethnicity, occupation, social class, disability (C90-92)

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