Adapting New Interchange Intro" used at Hai Phong Foreign Language Center - Hai Phong University

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST – GRADUATE STUDIES  NGUYỄN THỊ PHƯƠNG LOAN ADAPTING “NEW INTERCHANGE INTRO” USED AT HAIPHONG FOREIGN LANGUAGE CENTER – HAIPHONG UNIVERSITY (Điều chỉnh giáo trình “New Interchange Intro” sử dụng Trung tâm Ngoại ngữ Hải Phòng, Đại học Hải Phòng) M.A MINOR THESIS FIELD: ENGLISH TEACHING METHODOLOGY CODE: 601410 HA NOI - 2010 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST – GRADUATE STUDIES  NGUYỄN THỊ PHƯƠNG LOAN ADAPTING “NEW INTERCHANGE INTRO” USED AT HAIPHONG FOREIGN LANGUAGE CENTER – HAIPHONG UNIVERSITY (Điều chỉnh giáo trình “New Interchange Intro” sử dụng Trung tâm Ngoại ngữ Hải Phòng, Đại học Hải Phòng) M.A MINOR THESIS FIELD: ENGLISH TEACHING METHODOLOGY CODE: 601410 SUPERVISOR: PHẠM THỊ NGỌC PHƯỢNG, M.A HA NOI - 2010 v TABLE OF CONTENTS Declaration i Acknowledgements ii Abstract iii List of figures, tables, and charts iv PART A: INTRODUCTION …………………………………………… I Rationale………………………………………………………………… ……… II Aims………………………………………………………………………………… III Scope…………………………………………………………………………… … IV Research questions ………………………………………………………………… V Research methodology……………………………………………………… …… VI Design of the study ………………………………………………………………… PART B: DEVELOPMENT ……………………………………………… Chapter 1: Literature review ……………………… ………………………………… Materials in language teaching ………………………………………………… 1.1 The notion of materials ……………………………… … …… ………… 1.2 Limits of materials in EFL/ESL class ……………………………………… 1.3 Roles of materials in EFL/ESL class………………………………………… Materials evaluation …………………………………………… ……………… 2.1 Definition ………………………………………….…… ………………… 2.2 Reasons for materials evaluation…………………… ……………… … 2.3 Types of materials evaluation…………………… …… ………………… 2.4 Criteria for materials evaluation………………………………………… … Material adaptation ………………………………………………………….…… 3.1 Definitions of adaptation…………………………………………………… 3.2 Purposes of adaptation……………………………………………………… 3.3 Reasons for adapting………………………………………………………… 3.4 Objectives of adapting ……………………………………….……………… 11 3.5 Categories of adaptation…………………………………………………… 11 vi 3.5.1 Adaptation as addition …………………………………………… 11 3.5.2 Adaptation as change …………………………………………… 12 3.6 Techniques for adaptation……………………………………………….… 13 3.6.1 Adding; extending and expanding ……………………………… … 13 3.6.2 Deleting; subtracting and abridging…………….…………………… 13 3.6.3 Simplifying …………………………………… …………………… 13 3.6.4 Reordering …………………………………… …………………… 14 3.6.5 Replacing ………………………………….………………………… 15 3.7 A frame work for adaptation ……………………………………………… 16 Chapter 2: The study … …………………… ……………… ………… 17 Background ……………………………………………………………………… 17 1.1 An overview on Haiphong Foreign Language Center, Haiphong University 17 1.2 Teachers and teaching method ……………………………………………… 17 1.3 Students …………………………………………………………………… 17 1.4 Materials ………………………………………………………………… 18 1.5 Materials evaluation …………………………………………………….… 19 1.5.1 Guideline ………………………………………………………… 19 1.5.2 Guideline ………………………………………………………… 20 1.5.2.1 Syllabus type ………………………………… ………… 21 1.5.2.2 Language input ……………………………………… … 21 1.5.2.3 Skills syllabus ………………………………………… … 22 1.5.3 Guideline ………………………………………………………… 24 1.5.4 Guideline ………………………………………………………… 25 1.5.5 Summary and overall evaluation …………………………………… 26 Research methodology …………………………………………………………… 27 2.1 Subjects …………………………………………………………………… 27 2.2 Data - collection method …………………………………………………… 28 2.3 Procedure …………………………………………………………………… 29 2.3.1 Attitude of the teachers and students towards the syllabus ………… 29 2.3.2 Attitude of the teachers and students towards the lessons and tasks 30 2.3.3 Evaluation on the objectives of the textbook ………………………… 31 2.3.4 Evaluation on the content of the textbook …………………………… 33 2.3.5 The extra activities for the textbook chosen by the teachers ………… 33 vii Implications……………………………………………………………………… 37 Samples of Adaptation ………………………………………………….……… 38 4.1 Supplementing …… .……………………………………………… 38 4.2 Extending …………………………………………………………………… 39 4.3 Replacing …………………………………………………………………… 40 PART C: CONCLUSION……… ……………………………………… 42 Conclusion ……………………………………………………………………… 42 Limitations of the study………………… ……………………………………… 43 Suggestions for further research…………………… …………………………… 43 References ……………………………………………………….……………………… 44 Appendices ……………………………………………………………………………… I iv LIST OF FIGURES, TABLES, AND CHARTS Figure 1: A framework for adaptation (McDonough and Shaw, 1993) Figure 2: New Interchange Intro’s receptive skills syllabus (Richards, J.C, 2000) Figure 3: New Interchange Intro’s writing syllabus Table 1.1: Evaluation on the students’ needs Table 1.2: Evaluation on the needs the textbook meets Table 2: Applied activities to the textbook Chart 1: The viewpoint of the teachers and students towards the syllabus Chart 2.1: The viewpoint of the teachers and students towards the lessons and the tasks Chart 2.2: Viewpoint of the teachers and students towards the difficulties of the lessons and tasks Chart 3: Evaluation on the content of the textbook Chart 4.1: Use of the book viewed by teachers Chart 4.2: Use of the book viewed by students PART ONE: INTRODUCTION I Rationale The role of English language as a lingua franca makes it a unique language in the world This distinctiveness does not only refer to the language itself, but also to the ways it is taught as a foreign language In Vietnam, English has gained its popularity in teaching and learning over the last few decades Demand for learning English even gets stronger when Vietnam fosters its international relations English, in parallel with the knowledge of some other fields, turn out to be a key to open the door into the bustling world In any walk of life in Vietnam, you can find people use English, from the big cities to mountainous areas, from the international conferences to daily conversations, or just few pidgin words with the foreign tourists People learn and use English with different purposes, but there is a fact that they are trying to learn English with the hope that they can use it effectively To learners of English at Haiphong Foreign Language Center – Haiphong University, this is not an exception Every learner, naturally and obviously, wants to become the masters of all the four skills Though there are some who propose what they need is speaking a fluent English, therein they consider listening a tool for the realization of their goal, there are also some who say writing is necessary because documenting reports, letters, memos, etc is what they daily deal with in their office, learning to read effectively remains the top in the targets of them Due to the above points, English is taught at A, B, C level with the objectives of introducing effective communicative language teaching techniques, providing students with basic knowledge of English (especially grammar and vocabulary) and training them to be capable of the four skills, integrating grammatical elements with language skills so as to make the grammar genuinely functional and communicative, creating more opportunities for interaction between teachers and students and among students themselves Therefore, the textbooks used in most of these courses are the series New Interchange The primary goal of the books is to teach the ability to communicate according to the situation, purpose, and roles of the participants In the limitation of the thesis, the researcher wishes to give some adapted activities to the first level book – New Interchange Intro – which is designed for beginners and for learners needing a thorough review of basic structures and vocabulary in order to make it really suitable to learners‟ needs As a result, the thesis title goes as: “Adapting „New Interchange Intro‟ used at Haiphong Foreign Language Center, Haiphong University” II Aims of the study The study is ultimate aimed at producing some samples of adaptation for elementary students at HFLC The specific aims are as follows:  Investigate the teaching and learning context at HFLC  Analyze teachers and learners‟ viewpoints towards the use of the textbook  Collect and analyze teachers and learners‟ evaluation on the textbook  Adapt some activities in the textbook New Interchange Intro III Scope of the study The researcher is well aware that in order to have suitable material adaptation, a great number of criteria such as the audience, the content, the methodology, etc should be taken into consideration Also, each criterion needs taking into account a variety of aspects However, due to the limitation of this minor thesis, only the following issues are touched upon:  Teachers and learners‟ evaluation on the textbook New Interchange Intro  Adapting some activities for the textbook New Interchange Intro to make students more active and interested in lessons IV Research questions The minor thesis tries to investigate the following questions:  What are the HFLC teachers and students‟ evaluation and viewpoints towards the textbook?  Should the textbook be adapted to suit the objectives and content of the course?  What should be adapted to suit the objectives and content of the course? V Research methodology To conduct the research, survey questionnaires are used Questionnaires are delivered to 100 students and 10 teachers to identify their attitudes towards the textbook, the need of applying these activities Collected data from questionnaires are then analyzed, the findings are critically discussed, and some activities are adapted VI Design of the study The thesis includes three parts: Part I: INTRODUCTION presents an overview of the study with rationale, aims, scope, research questions, and methodology of the study Part II: DEVELOPMENT consists of two chapters: Chapter one: Literature briefly presents the notions of materials, materials evaluation, and materials adaptation, and introduces techniques for adaptation textbooks Chapter two: Research methodology elaborates the analysis of current situation of teaching and learning in HFLC Time and efforts have been spent on accumulating information about teachers and their teaching methods applied Then an attempt has been made to evaluate the strong points and weak points of the textbook Also, in this chapter, survey is conducted to identify the HFLC teachers and students‟ evaluation and viewpoints towards New Interchange Intro, and find out if the textbook should be adapted to suit the objectives, content, and methodology of the course, if so, what should be adapted to suit the objectives, content, and methodology of the course? An analysis of data collected based on the instrumentation of survey questionnaires will be given Last but not least, the researcher focuses on the adapted samples for the textbook Part III: CONCLUSION gives a summary of main findings, limitations of the study and suggestions for further research PART TWO: DEVELOPMENT Chapter one: Literature Review The review of literature for this thesis will give a theoretical base for materials evaluation and focus on some important aspects of adaptation The first issue addressed in this chapter relates to teaching materials with regards to their merits and demerits in language teaching and types of materials The second one presents some main issues in materials evaluation such as definition, reasons for materials evaluation, types of materials evaluation, and criteria for evaluation The chapter will end with some theoretical discussions about materials adaptation Materials in language teaching 1.1 The notion of materials In the EFL/ESL class, materials are the important aspect of the curriculum They are the most observable feature of a teacher‟s methodology, and can contribute greatly to a course‟s syllabus They “include anything which can be used to facilitate the learning of a language … can be linguistic visual, auditory or kinaesthetic” (Tomlinson, 2001: 66) Thus, the notion of materials does not lie only in a conventional boundary, but in various types as well However, such a notion of materials is too large to deal with For the purpose of this thesis, the researcher wishes to focus on text materials (textbooks) only It is the “visible heart of any ELT program” (Sheldon, 1988: 237); “an almost universal element of teaching” (Hutchinson and Torres, 1994: 315); and a guide for a teacher, a memory aid for the pupils, a permanent record or measure of what has been learnt This indicates that a textbook can be both a boon and burden Majority of teachers take it as a tool to facilitate their teaching whereas others consider it as a burden to get through, but it largely depends upon the attitude of the people who handle it Those who take it as a helpful tool use it flexibly and “combine with other resources” (ibid) 1.2 Limits of materials in EFL/ESL class Most experts agree, however, that heavy dependence on a single coursebook is not good for students‟ needs, (Swales, 1980; Nunan, 1991; Allwright, 1981; Cunningsworth 1995) Allwright (1981: 8) emphasizes that “content (potential intake) is not predictable It is something that emerges because of the interactive nature of classroom events.” Although a textbook may assist in some way, it cannot determine the over-all content of a language program VII APPENDIX LIST OF THE MAIN CONTENT Title Functions Grammar Listening/ Writing/ Reading Pronunciation Unit 1: It’s Introducing Possessive nice to meet yourself you Listening and for affirmative telephone numbers asking for names statements and Pronunciation of the phone contractions alphabet numbers assistance”: Calling th operator t find and o phone numbers – 10 2: Naming asking the Writing a list of “Directory saying his, her; the verb listening hello and goodbye; be: What’s this? Activities and adjectives my, your, spelling of names; telephone numbers friends; Unit for Interchang numbers objects; Article a, an, and Listening to find the Writing the location “Find for and the; this/it and location of an item of objects giving the location these/they; plurals; Pronunciation of an object th differences” of Comparing yes/no and where plural s two rooms questions with be; prepositions of place Unit 3: Where Talking are you from? about The geographical verb affirmative locations; asking negative for giving statements, and information about questions, be: Listening for Writing questions “Class and countries and requesting personal personalities languages; listening information yes/no to descriptions short people ”: Identifyin of classmates’ Syllabic personality places of origin, answers, and Wh- stress of numbers; nationality, native questions blending with is and language, and age; are traits describing people Unit 4: I’m Asking about and Possessive not boots! wearing describing clothing; adjectives talking their, about the weather; possessives Listening for Writing our, descriptions and clothing questions “Celebrity of about what people fashion”: Sentence are wearing of stress and rhythm Describing celebrities VIII finding the owner names; of an item present clothing continuous affirmative and negative statements; and isn’t aren’t; conjunctions and and but; adjectives color before nouns Unit 5: What Asking are for and Questions with Listening you telling time; asking what time; what + time, doing? about and doing and for listening the Writing about what “Time to people are doing zones”: Wh- identify what people “It’s Saturday! What Talking describing current questions with the are doing are you doing?”: about activities present continuous; Reading conjunction so Saturday activities wh about people ar doing i different cities aroun the world Unit 6: We Asking live in for and Simple present Listening to people Writing about daily “Class the giving information statements suburbs about people where regular live and go and irregular work or school; yes/no family to work or “What’s survey”: your Finding verbs; school; listening for schedule how they go to simple talking with describe how they schedules and habits like?”: more ou abou present days of the week Reading about daily classmates’ and Wh- Pronunciation about questions; time third members; expressions – of schedules daily person schedules singular s and habits talking about daily routines Unit 7: Does Asking about and Simple present Listening the apartment describing homes; short answers; how descriptions havev a view? saying what many; there is, housed to Writing about of dream house a “Find th differences” and “Two special houses Comparing furniture is in a there are; there’s apartments; listening in the American two IX room no, there isn’t a, to people shop for Southwest”: Reading apartments there are no, there furniture aren’t any Unit 8: What Asking you do? for about unique houses Pronunciation of th and Simple present Wh- Listening to people Writing about jobs giving information questions with do; describe their jobs about work; giving placement opinions about adjectives jobs “What you do, job”: figurin of Reduction of and exactly?”: before does adjectives Reading out what jo about nounds; descriptive “The perfe people’s is right fo occupations you for occupations Unit 9: Talking Broccoli is foods that are good uncountable nouns; people’s good for you about Countable or bad for you, some food likes for Writing any; preferences and adverbs personal habits”: eating habits of Sentences stress “Eating luck”: habits, about talking usually, questions “Eating food about dislikes, and eating frequency: always, often, Taking for good survey abou Reading foods you ea foods that about items you sometimes, seldom, people eat for good need luck never Unit 10: You Talking can and and Listening about Simple present Wh- Listening play sports you like and questions; can for people’s for Writing favorite questions baseball really dislike; talents and ability sports; listening to sports well people describe their “Race abilities Wh- “Hidden talents about talents”: Learning the U.S!”: about Reading you about classmates’ Pronunciation of can unusual races in the special and can’t U.S talents Unit 11: What Saying dates; The future with be Listening to people Writing are you going asking about going to do? to: Wh- talk about evening weekend plans birthdays; asking questions with be plans for giving going and to; future Pronunciation information about time expressions future holidays, celebrations plans, and about “Celebration going to s”: Talkin “What are you going about of to on your people birthday?”: Reading celebrate about birthday special customs in different events places ho X Unit 12: Talking What’s the illnesses matter? about Have + noun; feel + Listening to people Writing advice for “Helpful and adjective; talk health problems; affirmative giving advice; negative giving instructions about and problems; health improving your advice”: listening health Giving for medications and “10 simple ways to advice imperatives instructions improve your some Sentence stress health”: Reading common about healthy habits Unit 13: You Talking can’t miss it about Prepositions fo of Listening to people Writing directions problems “Directions” shopping; asking place: on, on the talk about shopping; “A walk up Fifth Finding you for giving corner of, across listening and locations and from, directions next to, directions between; giving Intonation directions with checking imperatives Unit 14: Did Asking for weekend? the recent past New York neighborhoo for City landmarks past Listening to people Writing you have a giving information statements about activities in regular about Reading way around about “Past an with talk about their past weekend activities in present”: and weekend activities irregular d information and Simple good to Avenue”: verbs; Pronunciation the recent past of “The Comparing changing your simple past yes/no regular simple past weekend”: Reading classmates’ questions and short verb endings: /t/, /d/, a short history of the presene live answers /ɪd/ U.S weekend with the childhoods Unit Where 15: Asking for and Statements and Listening for place Writing were giving information questions with the and date of birth you born? about date place of and past of be; Wh- Pronunciation birth, questions with did, negative school was, and were experiences, contractions and questions about Mapping ou of artists’ lives important “Three famous events artists”: Reading your life about the recent past Wh- “Time line Frida i Hiroshige, Kahlo, and Alexander Calder Unit Please 16: Making leave calls; us a message phone phone Object pronouns; Listening to people Writing about things “Let’s mak leaving verb + to + verb; make phone calls; you want to messages; would listening a date! for “Free activities this Making XI inviting people and information accepting telephone messages and in weekend”: Reading date declining Pronunciation invitations; want to and have to making excuses of notices about events XII APPENDIX Two sample units from New Interchange Intro’s main content Title Functions Grammar Listening/ Writing/ Reading In Pronunciation Unit 6: We Asking live in the giving suburbs for and Simple present Listening to people Writing about daily “C information statements with describe how they schedules about where people regular and go live and how they go irregular to work or school; simple to work Unit present days of the week schedule like?”: cl Does the describing apartment homes; short saying have a furniture view? room time third expressions 7: Asking about and Simple in a is, – present Listening answers; descriptions there of Reading about daily da person schedules sc singular s what how many; there housed is F your m talking questions; about daily routines or habits verbs; school; listening for “What’s talking about family yes/no and Wh- Pronunciation members; and su an to Writing about a “F of dream house and “Two are; apartments; listening houses di special C in the tw there’s no, there to people shop for American isn’t a, there are furniture Southwest”: no, there aren’t Pronunciation of th Reading any unique houses ap about XIII APPENDIX Sample for supplementing activities MILKMAN  Milk  Deliver  Door SWIMMER  Swimming pool  Swimsuit  Sport WRITER  Book  Story  Write BUTCHER  Meat  Sell  Kill PAINTER  Fame  Paint  Brush DOCTOR  Hospital  Nurse  Sick PHOTOGRAPHER  Camera  Pictures  Magazine PIANIST  Piano  Play  Music LAWYER  Law  Legal  Court BUS DRIVER  Bus  Drive  Ticket FISHERMAN  Fish  Boat  Catch RACING DRIVER  Fast  Car  Drive XIV APPENDIX Sample for supplementing activities TIRED HEADACHE STOMACH ACHE TOOTHACHE XV TEMPERATURE SORE THROAT COUGH SCRATCH XVI CUT A FINGER BURN A HAND XVII APPENDIX Sample for extending activities XVIII XIX APPENDIX 10 Sample for replacing activities THE FAMILY TREE Frank, Bill, Brian, Mike, Stephen = male Rachel, Lisa, Rosie = female XX Fill in the gaps Brian is Lisa’s 12 Mike is son Rosie is wife 13 Bill is Lisa’s Mike and Stephen are Brian’s 14 Frank is Rachel’s Frank is Mike’s 15 Rachel is Stephen’s Mike is brother 16 Rachel is sister Frank is Lisa’s 17 Lisa is Rachel’s Mike and are brothers 18 Stephen is husband Frank and Rachel are Lisa’s 19 Rachel is grandmother Brian is Mike’s 20 Mike is Lisa’s 10 Lisa’s uncle’s name is 21 Brian’s wife’s name is 11 is Stephen’s wife 22 is Rachel’s husband XXI APPENDIX 11 Sample for replacing activities Who’s calling? Student A Call your friend David to tell him this: There’s a party at Bob’s house on Saturday night Bob’s address is 414 Maple Street, Apartment 202 Pick me up at 8:00 p.m Student B Someone calls for your brother David He isn’t in Take a message for him Student A Someone calls for your sister Carol She isn’t in Take a message for her Student B Call your friend Carol to tell her this: There’s no class next Friday afternoon The class is going to a movie at Westwood Theater, Meet us in front of the theater at 4:30 Student A Call your friend Mike to tell him you are coming to him next week His mother takes the phone Ask where he is now and when he will be back Student B Someone calls for your son Mike He isn’t in He is going on vacation in Florida He will be back in five days Take a message for him