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CHAPTER II IMPLEMENTATION OF SUPPLEMENTARY MATERIALS INTO EFL CLASSROOM
2.1 Recent studies on the use of extra materials in teaching English
My own experience from school when I was a pupil myself is that the combination of textbook and workbook ruled. It was not until my first practical teacher training period that I came across alternative teaching material in the English classroom. My tutor did not use course books; she put together her own themes for the pupils and only chose material from authentic texts such as magazines, newspapers, the Internet etc. I was so inspired by this that I decided to make my own teaching material for my last practical training period. The whole procedure was very time-consuming, but it was definitely worth it. I enjoyed it and the evaluation I received gave mainly positive feedback from my pupils. In view of the fact that the Swedish national curriculum and syllabus for the upper secondary school concerning English as a subject lacks any prescriptions regarding what material to use, teachers have great autonomy of choosing whether or not they wish to use alternative material.
The main point is that as long as students reach the goals, teachers have the liberty to use material of their own choice. They can choose alternative material, ready-made material such as course books or a combination of both. One might then ask, if teachers are free to choose what material to use, why do not more teachers ask their pupils what they are interested in and how they wish to reach the goals? Students’ influence is an important component of the Swedish curriculum: it is every teacher’s responsibility to ensure that every pupil has influence on the methods of working and contents of teaching. Teachers have a lot of opportunity to include their students in the planning process, especially considering that English is a subject with endless possibilities: you can read, write, see a movie, listen to music, talk about anything, etc.
As long as it is English it does not matter: “Whether they are texts of information or works of literature, language is the stuff they [texts] are made of”. Whatever material a teacher chooses for his or her students, the students can influence these choices. When using course books, students can decide what chapters and exercises to work with and what to skip. They could also be encouraged to select material outside of course books and hence combine course books with other material. In my experience, this way of combining different teaching materials seems to be more common today than the use of course books or alternative material alone.
While the adaptive nature of classroom teaching among teachers, learners, and materials has been well noted, there is little literature on how to represent the activities where teachers selectively leverage material resources to design and enact instruction in language classrooms. This paper is mainly methodological and conceptual, which proposes an approach to analyzing materials use in language classrooms. Building on the instructional design arc model proposed by Remillard, we introduced the materials use arc (MUA) as a unit of analysis to represent one pedagogical episode of a lesson prompted by the teacher and defined by an identifiable pedagogical purpose. By drawing on observational and interview data from two English-as-a-foreign-language teachers in one university in China, teachers’ MUA maps were then portrayed as examples to visualize the episodic and emerging contours of the enacted instruction. This innovative analytical tool offered the methodological potential for comparing and contrasting materials use within and across individual teachers in various language education contexts. It is hoped that the findings of this study will advance our limited theoretical understanding of the on-the-spot materials use that prevails in language classrooms both locally and globally.¹⁵
Many experts have proposed many theories about Task-Based Language Teaching. Those experts believe that the approach are fitted with the students’ needs, because it emphasizes the students’ needs and the authentic materials in order to develop the learning materials, activities, tasks and etc. in line, Nunan, (2004) purposes six principles of task-based language teaching as follows:
1) A needs-based approach to content selection.
2) An emphasis on learning to communicate through interaction in the target language.
3) The introduction of authentic texts into the learning situation.
4) The provision of opportunities for students to focus not only on language but also on the learning process itself.
5) An enhancement of the students’ own personal experiences as important contributing elements to classroom learning.
6) The linking of classroom language learning with language use outside the classroom.
The list of supplementary materials to be fruitfully used in language teaching can be inexhaustible. Plenty of authentic materials are available around us. There are jokes and proverbs, short stories and anecdotes, cartoons and caricatures, newspaper articles and public speeches, television programmers and films, discussions and debates, and so on and so forth. Such materials, which are not designed for instructional purposes, reflect the authentic and real use of the target language. And, in the teaching of English as a foreign or second language, it is desirable that our students develop the ability to communicate in the target language, i.e. they are able to express their ideas in speech and writing and also understand what they hear from people and read in books. Integrating the use of authentic materials with language skills can be highly useful in developing the communicative competence of learners.
The use of authentic materials in the English classes is appealing for yet another good reason. Many teachers can attest to the fact, as Ishihara and Chi (2004) point out, that learners seem to be better motivated about language learning when new and exciting materials are used (p. 30). Thus, by exploiting this natural fascination for new materials and instinctive opposition to routine and monotony, a better learner motivation and participation can be ensured. In this paper I have discussed the need and modes of using supplementary authentic materials for the purposes of language teaching, which has been demonstrated by taking into account four types of authentic materials, viz. jokes, anecdotes, crisis stories, and editorial cartoons. The perspective, developed through a multi-level discussion of these materials and the corresponding tasks and activities, suggests that the use of authentic materials has a definite place in language learning in ESL/EFL context.
The paper claims that the use of such supplementary materials provides the basis for the use of meaningful real language through interesting contents and extended contexts, which enables the learners to become more motivated and active in learning the target language and willingly participating in it. Once learners gain confidence through understanding and enjoying these authentic materials they feel prepared to view such other materials on their own and a new venture into more and more authentic language begins.
The paper also displays a key advantage of teaching language through such materials in enabling the learners to recognize a wide range of subjective analyses, to develop self-awareness, and to see linkages and complexities they might otherwise miss. Put more meaningfully, teaching this way we will succeed in producing learners who build on prior knowledge and use critical thinking skills to achieve higher levels of knowledge. Thus, the strategic use of authentic materials in the teaching of English will help us keep the curriculum relevant and meet the needs of today's learners.¹⁶