Evaluation, Design and Production of Teaching Materials Educational Technology in Teaching Modern Languages

Evaluation, Design and Production of Teaching Materials
Educational Technology in Teaching Modern Languages
1.
COURSE AND SUPPORTING MATERIALS
IN LANGUAGE LEARNING AND TEACHING
Teachers and Coursebooks
Some teachers:
One coursebook - from the beginning to the end / exercise by exercise
Other teachers:
Texts and exercises from several coursebooks
They create their own teaching programme
They have more freedom
Published coursebooks are normally written by experienced and well-qualified teachers.
The material contained in them is usually carefully tested in pilot studies in actual teaching
situations before publication.
"Coursebooks are good servants but poor masters"
(Cunningsworth, A., 1984: 1)
The teacher should use the coursebook actively
that is formulate objectives with the needs of the learners in mind
and then seek out published material which will achieve those objectives.
No teacher should permit the coursebook to set the objectives,
let alone allow "teaching the coursebook" to be the objective.
Teachers who express their teaching objectives in terms such as
"finishing unit 16"
"doing the first eight chapters"
"reaching page 81"
are acting as a servant of the coursebook rather than as its master.
The teacher who makes active and positive use of his course materials
is the one who has established and defined his objectives probably in terms of what the students
should be able to do in English
and then in terms of the structures, vocabulary, etc.
A teacher like this actively searches out teaching materials which will positively help in
achieving these objectives.
Good Course and Bad Course

What makes a good course and what makes a bad course ?
There are
courses which follow sound principles of language teaching
courses which are less soundly-based
Good for what ?
Bad for whom ?
Take the learning situation into consideration:
Size of class
Availability of equipment
Amount of money available to spend on books
What type of learner would the coursebook suitable for ?
age
nationality
native language
interests
objectives
What Do the Cousebooks Say about Themselves ?
Three main perspectives on English language teaching can be identified from what the
coursebooks say about themselves.
A.
The communicative (or functional) perspective which views language as above all a
medium of communication between people.
B.
The structural perspective which sees language as a system of grammar and vocabulary.
C.
The skills perspective which emphasises the four skills of listening, speaking, reading
and writing.
Coursebooks are in no way bound to adopt one approach to the exclusion of all others.
Some Principals for Materials Evaluation

1.
Relate the teaching materials to your aims and objectives.
The teaching materials used should take the learner forward as directly as as possible
towards his objectives.
Objectives should be decided first and then materials should be sought.
The aims of a teaching programme should determine the course materials to be used
and not vice-versa.
2.
Be aware of what language is for and select teaching materials which will help equip your
students to use language effectively for their own purposes.
We must take into consideration what our students need to learn, that is, what they will
do with English on completing their course.
3.
Keep your students' learning needs in mind.
Learning needs is the way in which the language to be learnt is selected, graded,
presented and practised.
In order to learn effectively and efficiently, students should meet only small pieces of
new language at one time., what we might call language units.
These learning units should be related to each other in such a way that the learner can
relate new language to what she/he already knows.
Learners have intellectual and emotional needs, too.
Students have to be stimulated and encouraged.
Important, that materials should be usable with whole classes of leareners, with small
groups and with individuals.
4.
Consider the relationship between language, the learning process and the learner.
Teaching materials should keep all three constantly in view and never become so
preoccupied with one that the others are lost sight of.
There is no one "best" way of learning.
Learners adopt different learning strategies.
Conclusion
A.
The learner is an individual who also functions as part of a group.
She he has individual needs and collective needs.
Theese needs are both intellectual and affective.
B.
English, like other languages, is a complex system of language forms which convey meaning
and allow the speaker to perform communicative acts.
Language behaviour is part of social behaviour and cannot be fully understood except in the
social context.
C.
The teacher's role is to promote learning through the use of his professional skills and
knowledge of the students' learning processes.
The teacher also needs to understand the structure of English and how it is used for
communication between individuals.
D.
The role of the coursebook is to aid the learner and the teacher in accomplishing his task.

2.
THE LANGUAGE CONTENT
What is being taught in terms of
grammar
vocabulary
meaning
function
appropriateness
language skills ?
Form and function
What aspects of the language system are taught ?
To what extent is the material based upon or organised around the teaching of
language form,
language function,
patterns of communicative interaction ?
The term 'function' really refers to the process of conveying the meaning.
Meaning is ordinarily conveyed
through language form
or / and
by non-verbal means.
Eg. "somebody is not obliged to do something"
"You don't have to ..."
"You needn't ..."
"It's not obligatory for you to ..."
"It's not compulsory for you to ..."
"There's no obligation to ..."
"It's up to you."
"You're free to choose."
"It's completely voluntary."
a shrug of the shoulders
or
a shake of the head
We have to make a selection from the possible forms
Coursebooks must teach language form because meaning and function are expressed
through form and non-verbal means of communication.
Crucial question:
Is language presented solely or predominantly as form ?
or
Is the function of language items also taught ?
Is language presented as a closed grammatical system ?
or
Is it presented as a communicative system in context of use
(i.e as an integral part of the pattern of social behaviour) ?
What shall we examine when selecting course materials ?
As a functional course cannot be produced without teaching language form
so we should not teach either structures or functions - we should teach both
How the relationships between structure and function
are handled ?
Are patterns of communicative interaction taught ?
In natural language
sentences relate to each other in their meaning and in their functions
they do not simply opccur as isolated bits of language.
"Language learning may be seen as acquisition of the ability to participate in the
dynamic and creative process of communication and not just an acquisition of separate,
isolated units of language, whether they are termed structural units or functional units."
(Cunningsworth, A., 1984: 17)
Aspects of Language Form

Which aspects of language form are taught ?
Phonology
(the production of individual sounds, stress, rhythm, intonation)
Grammar
(morphology, syntax)
Vocabulary
(lexis)
Discourse
(sequence of sentences)
It is difficult to produce a course that is well graded at several levels of language
simultaneously.
Teaching Phonology and Course Materials
Teachers tend to use specialsed material produced for pronunciation teaching in
parallel with the coursebook
Teaching Grammar and Course Materials
Most coursebooks concentrate heavily on the teaching of grammatical
structures.
The internalisation of grammar rules is central to language learning.
Teaching Vocabulary and Course Materials
The introduction of vocabulary in coursebooks tends to be variable
In some cases vocabulary items are seen as isolated units to be slotted into
grammatical structures and bearing no relationship to other vocabulary items.
Other courses teach vocabulary as part of a structural system by identifying and
exploiting relastionships between words
Teaching Discourse and Course Materials
Many courses teach the students to understand and produce whole units of
language implicitly or partially,
but few explicitly set themselves the task of dealing comprehensively with this
level of organisation of language.
Appropriateness
What explicit reference is there to appropriateness
(i.e. the matching of language to its social context and function)?
How systematically is it taught ?
How fully and comprehensively is it taught ?
Appropriateness / appropriacy : stylistic appropriateness
When we use language, we need to be able to perceive the social situation in which we
are operating and to be able to match the language we use to the situation.
For the learner there is a double task:
to perceive the social situations
non-linguistic aspect
to select appropriate language
linguistic aspect
but they are closely connected
Varieties
What kind of the particular language is taught ?
Dialect
(class, geographic)
Style
(formal, neutral, informal)
Occupational register, medium
(written, spoken)
Class Dialect
standard, middle-class, educated English
Geographical Dialect
British English
American English
Australian English
Other Englishes ? (African English ? Indian English ? Newzealander English ?)
Receptive knowledge only ?
Style
Stylistic variation and in particular the difference between formal, neutral and
informal language is important and is usually dealt with
Occupational register
Stylistic sppecifications
specialised vocabulary
Are the examples of the particular language given

characteristic of speech or writing ?
Does the material contain both ?
Language Skills
What language skills are taught ?
receptive
(written/reading, spoken/listening)
productive
(written/writing, spoken/speaking)
integration of skills
(note taking, dictation, reading aloud,
participating in conversation)
translation
(from target language ? / to target language ?)
It is necessary for teaching purposes to devide what is to be learned into small,
assimilable units which the learner can absorb progressively.
It is for this reason that we often talk about the 'four skills' as separate entities which
are sometimes taught separately, one lesson emphasising listening, and another writing.
However, most communicative interactions through language involve the use of more
than one 'skill': consider normal conversation for instance which involves both speaking
and listening in rapid sequence or taking a telephone message requiring both the above
skills together with writing.
We should therefore ask not only what emphasis the material places on each of the four
skills but also the extent to which it provides practice in integrating the skills in model
of real communication.

3.
THE SELECTION AND GRADING
OF LANGUAGE ITEMS
Does the material follow a structural syllabus or a functional syllabus ?
The syllabus
A syllabus is an ordered statement of what is to be taught, but not a statement of how it is to
be taught.
It does not only list language items to be taught
It puts them in a sequence for teaching purposes
The coursebook writer must order her / his material according to some system
The content of the coursebook, what it teaches and in what order
may well act as a syllabus for many of the teachers who use the book.
The Functional syllabus
In a functional syllabus the functions are selected and sequenced according to their usefulness
to the learner.
What is useful to the learner ?
It depends on a rather subjective judgement
Some advantages of the functional syllabus are that the learning goals can be identified in terms
which make sense to the learners themselves.
The syllabus designer ensures that the learning process has an immediate practical result in that
the students can use what they have learned outside the classroom at a relatively early stage.
The Structural Syllabus

The structural syllabus reflects a more traditional approach, and, taking as its starting point
the internal structure of the language rather than its use, may be called subject-centred.
The structural syllabus sequences the items of language to be taught in order of presumed
difficulty, largely on the basis of complexity of structure.
Structural syllabuses in traditional coursebooks show a striking uniformity in the sequencing of
the items that they teach. This seems to depend on the tradition and the accumulated practical
wisdom of teachers, rather than on any scientific definition of which structures are more
complex and more difficult to learn.
One limitation of the structural syllabus is the scant regard paid to meaning and especially to
the communicative potential of what is taught.
The essential objective of the structural syllabus seems to be the skill of manipulating language
forms, with little concern for the functional meaning that the forms can be used to express.
The strength of the structural syllabus is that it can account for all the forms of language and
relate them to each other in a coherent and finite system.
The Functional Syllabus / The Structural Syllabus
The functional syllabus on the other hand lists various functions and gives examples of how
those functions can be expressed in the target language.
Functions do not form an interrelated finite system
A coursebook should spocify not only the structure that is being taught but also the particular
meaning of that structure.
Structural and functional syllabuses do not seem to be opposed to each other, but are better
considered as complementary.
The functional syllabus develops the structural syllabus by incorporating into it a component
which is sensitive to the learner's communicative needs and provides her/him with units of
communication as well as with units of linguistic forms.
Subject-centred approach / Student-centred approach
Is the selection and sequence of the language to be taught based on an attempt to identify
probable student need (student-centred approach) or the internal structure of the language
(subject-centred approach) ?
When considering how far a piece of material meets the needs of a particular student or a
group of students, it is just as important to ask oneself what the material teaches the student to
do in the target language as to ask oneself what sort of language is being taught.
General English courses

English for Specific Purposes (ESP) courses:
Vocationally Oriented Language courses
Courses in English for Studying Purposes
Examination Courses
The Backwash Effect
Perhaps the kind of material most directly aimed at a pecific sort of student course material for
examinations.
Here the students share a common and clearly defined goal: to pass a particular examination.
(It is a rather artificial goal.)
It is interesting to observe how examinations influence teaching and course content.
This is the so called backwash effect of examinations: passing the examination becomes the
over-riding objective of the course, whether or not that really involves learning the language as
an authentic communicative system.
The backwash effect puts a very heavy responsibility on examinars to ensure that what their
examinations require candidates to do is truly and fully representative of genuine language use.
The point is that where a formal examination is the goal, both teachers and coursebooks will
prepare students for the examination whether or not what is examined is representative of
language as a communicative process.
Is the grading of the language content steep, average or shallow ?
Is the progression linear or cyclical ?
Is there adequate recycling of grammar and vocabulary ?
Grading
By grading we mean the speed with which the student progresses, how much new material is
introduced in a given number of hours, how close together or how far apart new grammatical
structures are in relation to each other, how much new vocabulary is introduced in each unit
and so on.
What is very important here is the amount of practice material provided after one new
language item has been presented and before the next one is introduced.
Functional courses often appear to be very steeply grasded so far as grammatical items are
concerned.
This of course is because one function will have several exponents in terms of structure and, in
grading their material functionally, material writers will probably select more than one structure
for each function.
Recycling
It is rarely sufficient to introduce a new vocabulary item once only and then forget about it. A
word may need to be recycled three, four, five or six times before it is learned adequatly.
A principle of recycling is that words are best recycled in different contexts.
In this way the students learn the form of the word, its sound and its spelling, through
progressive exposure to it and by meeting it in a number of different contexts they develop a
fuller understanding of its meaning.
The concept of recycling focuses the attention to the difference between linear progression
and cyclical progression.
Linear Progression
A course with a linear progression, having adopted an order of presentation for each language
item, then deals with each item exhaustively before passing on to the next item.
The advantage of such an approach is obvious:
each new item is thoroughly learned and then forms a sure platform from which the learner can
move to the next unfamiliar item.
The disadvantage is perhaps less obvious:
there is so much to learn in a language that the learner progressing in this fashion may need to
spend a considerable amount of time before achieving any sort of communicative competence
even in relatively uncomplicated situations.
Cyclical Progression
A cyclical course moves fairly quickly from one language item to another and then
progressively returns to each item, once, twice or more times, later in the course.
The effect of this is that the learners acquire a wider range of expressive possibility in the
language at an earlier stage but has not learnt each item as thoroughly as in a linear course.
So, the learner may be less accurate, he has a better-developed ability to communicate.
Linear Progression / Cyclical Progression
Provided that students follow their courses to the end, the final result may not be very different
whichever kind of progression is used, linear or cyclical.
The two different approaches may also affect learner motivation, particularly at mid-point in
the course.
One cannot however generalise about this as some learners prefer a slow but thorough and
methodical approach whereas others are happier "flitting" from one item to another and then
returning later for a second look.
The differences here are both individual and cultural.
When deciding between a linear ar a cyclical course we should bear in mind the individual and
cultural make-up of our group of learners, the length of the course, its objectives, and whether
the students will follow the course to its end.

4.
TYPES OF SYLLABUSES
A syllabus is a document which says what will or at least what should be learnt.
But, in fact, there are several different ways in which a syllabus can be defined.
This stems from the fact that the statement of what will be learnt passes through several
different stages before it reaches its destination in the mind of the learner.
Each stage on its route imposes a further layer of interpretation.
Why should we have a syllabus ?
a.)
We cannot learn a language in one go. It is a complex entity.
We have to have some way of breaking down the complex into manageable units
The syllabus provides a practical basis for the division of assessment, textbooks and learning
time.
b.)
It gives moral support to the teacher and learner in that it makes the language learning task
appear manageable.
c.)
The syllabus is a statement of projected routes so that teacher and learners have an idea of
where and how they are going.
d.)
The syllabus is an implicit statement of views on the nature of language and learning.
A syllabus will normally be expressed in terms of what is taken to be the most important aspect
of language learning.
A syllabus tells what is to be taught / learnt and why.
e.)
A syllabus provides a set of criteria for materials selection and / or writing.
f.)
a swyllabus is one way in which standardization is achieved or attempted at least.
g.)
A syllabus provides a visible basis for testing.
Shortcomings and dangers of syllabuses
a.)
A syllabus is a model / a statement of an ideal. It is not a statement of what will be taught. It
can predict very little about it.
b.)
A syllabus cannot express intangible factors that are crucial to learning:
emotions, personalities, subjective views, motivation
c.)
The syllabus cannot take account for individual differences.
They implicitly define the ideal learner.
The Hutchinson - Waters Model of Classification

External Syllabuses
The evaluation syllabus
It is the document that is handed down by ministries or other regulating bodies.
It states what the successful learner will know by the end of the course.
In effect, it puts on record the basis on which success or failure will be evaluated.
It reflects an official assumption as to the nature of language and linguistic
performance.
The organisational syllabus
It states the order in which the language should be learnt.
In a rough sense evaluation syllabuses fulfil this role as they normally state what should
be learnt at the first, second, third etc. stages of learning.
The contents pages of coursebooks are organisational syllabuses.
The organisational syllabus carries assumptions about the nature of learning as well as
language.
It considers factors which depend upon a view of how people learn, like:
- What is more easily learnt ?
- What is more fundamental to learning ?
- Are some items needed in order to learn other items ?
- What is more useful in the classroom ?
Criteria like these are used in order to determine the order of items.
The materials syllabus
It is a certain kind of interpretation of both the evaluation and organisational syllabuses.
It considers how learning will be achieved.
It reflects the material writer's assumptions about the nature of language, language
learning and language use.
The author decides
the context in which the language will appear,
the relative weightings and integration of skills,
the number and type of exercises to be spent on any aspect of language,
the degree of recycling or revision.
The teacher syllabus
It is the second stage of the interpretation of the evaluation, organisational and even
that of the materials syllabuses.
The great majority of students learn language through the mediation of a teacher.
The teacher can influence the clarity, intensity and frequency of any item and effect the
image that the learners receive.
The classroom syllabus

It is the interpretation of a lessonplan.
The classroom creates conditions which effect the nature of a planned lesson.
These might be extraneous factors, like
noice from outside,
weather,
interruptions to deal with an administratrive matter
or a visitor.
They might come from the learners, too.
The syllabuses we have considered till now might all be referred to as external syllabuses.
The learnerrs might participate in their creation to some extent, but essentially they are external
to the learner.
Internal syllabus
The learner syllabus
It is the network of knowledge that develops in the learner's brain.
It enables the learner to comprehend and store the later knowledge.
It is a retrospective record of what has been learnt rather than a prospective plan of
what will be learnt.
The importance of learner syllabus lies in the fact that it is through the filter of this
syllabus that the learner views the other syllabuses.
Learner syllabus will have a crucial influence on how future knowledge is learnt.
There is no necessary relationship between any of the syllabuses.
There is no direct relationship between the starting point of the evaluation syllabus and the end
point of the learner syllabus.
The Criteria for the White Model of Classification

Type A
What is to be learnt ?
Interventionist
External to the learner
Other directed
Detzermined by authority
Teacher as decision-maker
Content =
what the subject is to the expert
Content =
a gift to the learner from the teacher
or knower
Objectives defined in advance
Subject emphasis
Assessment by achievement or
by mastery
Doing things to the learner
Type B
How is it to be learnt ?
Internal to the learner
Inner directed or self fulfilling
Negotiated between learners and
teachers
Learner and teacher as joint decision
makers
Content =
what the subject is to the learner
Content=
what the learner brings and wants
Objectives described afterwards
Process emphasis
Assessment in relationship to learners'
criteria of success
Doing things for or with the learner
The Bases for Syllabuses according to the White Model of Classification

CONTENT
FORM
Structural focus
SITUATION
Contextual focus
TOPIC
Informational focus
FUNCTION
Notional / Functional focus
SKILL
LANGUAGE
Receptive / Productive
LEARNING
Skill acquisition focus
METHOD
PROCESS
Learning focus
Learner-led
PROCEDURE
Cognitive focus
Task-based
The White Model of Classification
Type A Syllabuses
Content-Based Syllabuses
Structural Syllabus
Situational Syllabus
Topic-Based Syllabus
Notional-Functional Syllabus
Skill-Based Syllabus
Type B Syllabuses
Methods-Based Syllabuses
Process Syllabus
Procedural Syllabus
The Nunan Model of Classification
Product-Oriented Syllabuses
Analytic Syllabuses
Content-Based Syllabuses
Synthetic Syllabuses
Grammatical Syllabus
Functional / Notional Syllabus
Process-Oriented Syllabus
Procedural syllabus
Task-Based Syllabus
Content Syllabus
The Natural Approach
SYLLABUS TYPES AND COURSE MATERIALS

Formal (Structural) Syllabus
(Grammar Translation Method)
Essential English coursebooks (UK)
Czobor-Horlai: Angol I. (H)
Radvnyi-Szkcs: Angol II. (H)
Bti-Vges: Angol nyelvknyv (H)
Tarjn-Korenchy: Angol nyelvknyv (H)
Topical Syllabus (Lexics)
(Direct Method)
Candlin's coursebooks (UK)
Budai Lszl's secondary grammar school coursebooks (H)
Let's Speak English coursebooks (H)
Structural + Topical Syllabus
Express English by Nmethn Hock Ildik (H)
First Things First by L. Alexander (UK)
Kernel coursebooks by R. O'Neill (UK)
Situational Syllabus
Guberina's audio-visual course (former YU: Zagreb or Ljubljana)
some of Lingaphone coursematerials (UK)
Situational + Structural Syllabus
Streamline English coursematerials (UK)
Functional Syllabus
Strategies coursebooks (UK)
Functional-Notional Syllabus
Headway coursematerials (UK)*
Cambridge English coursebooks (UK)
Functions in English by Leo Jones (UK)
Notions in English by Leo Jones (UK)
Procedural (Task-based) Syllabus
Quartett coursebooks (?)
Project English coursematerials (UK)
Process Syllabus
Hotline coursebooks (though it has got a rather "Loop-back
Syllabus")
*According to L. Alexander (IATEFL-H Conference, Veszprm, 1993.) the
syllabus of Headway is a "communicatively enriched structural" one.

PRINCIPLES OF USING AUDIOVISUAL MEDIA

IN THE MLT CLASS
METHODS AND THE MEDIA
A.
Grammar Translation Method - Direct Method
The characteristic features of Direct Method
In order to provide target language environment teacherstrend(ed) to visualise
their oral presentation
B.
Visuals appeared
What visuals can /could / may / should ought to be used ?
teacher's visual presentation
special role of teacher as as medium:
- one of the media
- central, integrating role:
- takes responsibility for the efficiency of other media
- plans their way(s) of operation
- organises the operation of other media
- provides visuals with audiovisual characterisatics
board
- blackboard with written or drawn chalk image
- white board with written or drawn image
- magnetic and flannel boards with other visuals on them
print materials
- coursebooks
- workbooks, activity books
- worksheets
- selected materials from
books
magazines
newspapers
brochures, etc.
flashcards
- with words, phrases, structures, sentences
- with data
pictures / posters
- drawings (colour or black-and-white)
- photographs (colour or black-and-white)
projected images
- slides, filmstrips
- OHTs (overhead projector transparencies)
- episcope images
- motion pictures (i.e. films)
- projected video / computer display images
charts
dioramas
displays
models
suspended mobiles
realia
- objects from universal reality
- objects from target language reality
(tickets, postcards, maps, coins, food containers. etc.)
screened video images
- freeze frame images
- sound off screening
- speeded up screening
- slow motions
computer display images
- sound off presentation of
CALL-specific software
- wordprocessing procedures
- networkapplications (e-mail, www)
C.
The following conclusion can be made:
What one hears - one will forget
What one sees - one will remember
What one does - one will know
The Milonian standards
D.
Audiovisual media
teachers
native visitors
projected voiced images
sound-slides , sound-strips
cine-sound films
projected video images
projected computer display images (multimedia)
television, video
computer
CALL-specific softwares
multimedia applications
E.
Didactic principles
The three stages of media-applications
The walking in the nature idea
The bridging principle
Pre-medium stage
Active stage
Follow up stage
The "Chalk is equal to the tv-screen" principle
The multi media theory
WAYS OF AUDIOAPPLICATIONS
A.
DEMONSTRATIVE / PRESENTATIVE / RECEPTIVE WAYS
OFAUDIOAPPLICATIONS
when the playback of the audiosequence is
introduced, accompanied, followed
by
exercises, activities
(worksheets
project tasks, activities, role-plays
interactive way of audioapplication)
in the classroom - controlled learning (worksheets, activities)
outside the classroom - distance learning (worksheets, interactive way)
B.
PRODUCTIVE WAYS OF AUDIOAPPLICATIONS
the objective of the language learning activity is to
produce something tangible on an audiotape
Audio Feedback
of role plays
of pronunciation practice
Audio Project Work
C.
COMPLEX WAYS OF AUDIOAPPLICATIONS
Demonstration + Audio Feedback
role plays
pronunciation exercises
Demonstration + Audio Project Work
Technology in Teaching English as a Foreign Language

by Por Zoltn
WHAT AUDIOS CAN BE USED

IN TEACHING MODERN LANGUAGES ?
PUBLISHED FOR MLT PURPOSES
"DIDACTICISED" AUTHENTIC
authentic audios are published (reedited) and accompanied
by carefully elaborated activities in three stages
"DIDACTIC" AUTHENTIC
audios are made by the teacher who will use them
"EDUCATIONAL" AUTHENTIC
audios published for the speakers of the target language for educational
purposes
AUTHENTIC
news
weather forecasts
sports 'transmissions'
quizes
advertisements / commercials
traffic information
portraits of people
soap operas
bedtime stories
music

by Por Zoltn
AUDIO PRESENTATION TECHNIQUES

prediction
guessing
assumption
listing
(words, names, activities, .....)
matching
words / phrases / sentences to words / phrases / sentences
words / phrases / sentences to names of people
words / phrases / sentences to pictures
parts of sentences / information to parts of sentences / information
.....
labelling
multiple choice
gapfilling
(dictation)
substitution / replacing
sequencing / reordering
note taking
(dictation)
completing
filling in charts
("Who ? What ? When ? How ? Which ? Why ?)
yes-or-no questions
(answering and asking)
Wh-questions
(answering and asking)
true-or-false statements
correcting wrong information

by Por Zoltn
AUDIO PRESENTATION TECHNIQUES

jigsaw
(reconstruction of language / events / message ...)
retelling words, phases, sentences
retelling the story based on keywords / key expressions
summary of events
conversation
discussion
(in target language / mother tongue)
translation
crossword puzzle
board games
role - play
situative
simulative
dramatic
project work
script writing
writing a diary
writing letters / postcards
writing newspaper articles
writing advertisements
...

by Por Zoltn
AUDIO PRODUCTIVE TECHNIQUES
ROLE-PLAYS WITH AUDIO FEEDBACK

Three main types of role-plays:
situative role-plays
simulations
drama
The procedure of role-plays

Preparation stage
1.
- setting objectives, planning
- designing warm-up, bridging and lead-in
exercises
- designing roleplays,
designing role-cards
- providing props (requisites)
(This is the role of the teacher)
2.
- completing warm-up, bridging and lead-in
exercises
Active stage
3.
- the specification of the task,
distributing the role cards
- students' preparation
(script-writing, rehearsal,
designing and producing costumes and
sceneary, etc.)
4.
- performing the role-play
(The performance is recoded)

by Por Zoltn
AUDIO PRODUCTIVE TECHNIQUES
ROLE-PLAYS WITH AUDIO FEEDBACK

Follow-up stage
5.
- self-assessment of participants
before listening to their own
performances
when listening to their own
performances
- peer-assessment and repeated, paused
playback,
teacher's summary
6.
- evaluation of the whole procedure,
tailoring further tasks
7.
- follow-up exercises,
bridging exercises towards a new task
VIDEO IN THE MLT CLASS

F.
Why video ?
sound and image together
sound only
picture only
moving pictures
still pictures
slow motions
speeded up motions
reality
fictive world
"clourful"
several soundtracks at the same time
can be used
for demonstration
production
- camerawork
- overvoicing
can be screened
at any time
at any place
G.
What videos can be used ?
TYPES OF VIDEOS
PUBLISHED FOR MLT PURPOSES
"DIDACTICISED" AUTHENTIC
authentic videos are published (reedited) and accompanied by carefully
elaborated activities in three stages
"DIDACTIC" AUTHENTIC
videos are made by the teacher who will use them
"EDUCATIONAL" AUTHENTIC
videos published for the speakers of the target language for educational
purposes
AUTHENTIC
news
weather forecasts
sports 'transmissions'
quizes
advertisements / commercials
traffic information
portraits of people
'feature films'
soap operas
tv-sketches
situational commedies
documentary films
(introducing places, traditions, past events, nature,
etc.)
fashion shows
cartoons
puppet shows
bedtime stories
video-clips
H.
How can video be used ?
Ways of videoapplications
A. DEMONSTRATIVE / PRESENTATIVE / RECEPTIVE WAYS OF VA
when the sequence show is introduced, accompanied, followed by
exercises, activities.
worksheets
activities
interactive way of VA
in the classroom - controlled learning (worksheets, activities)
outside the classroom - distance learning (worksheets, interactive way)
I.
The three stages
pre-viewing exercises / activities
active viewing exercises / activities
follow-up exercises /activities
J.
Screening techniques
image and sound together
sound only / picture off
picture only / sound off
freeze frame
masking
K.
Video presentation techniques
prediction
guessing
assumption
listing (words, names, activities, .....)
matching
words / phrases / sentences to words / phrases / sentences
words / phrases / sentences to names of people
words / phrases / sentences to pictures
parts of sentences / information to parts of sentences / information
.....
labelling
multiple choice
gapfilling (video-dictation)
substitution / replacing
sequencing / reordering
note taking (video-dictation)
completing
filling in charts ("Who ? What ? When ? How ? Which ? Why ?)
yes-or-no questions (answering and asking)
Wh-questions (answering and asking)
true-or-false statements
correcting wrong information
jigsaw (reconstruction of language / events / message ...)
retelling words, phases, sentences

retelling the story based on keywords / key expressions
making commentary
discription of pictures
summary of events
discussion (in target language / mother tongue)
conversation
translation
crossword puzzle
board games
role - play
situative
simulative
dramatic
project work
script writing
writing a diary
writing letters / postcards
writing newspaper articles
writing advertisements
...
Videoapplications in Teaching English as a Foreign Language

by Por Zoltn
ROLE-PLAYS WITH VIDEO FEEDBACK

Three main types of role-plays:
situative role-plays
simulations
drama
ROLE-PLAYS WITH VIDEO FEEDBACK
Preparation stage
1.
- setting objectives, planning
- designing warm-up, bridging and lead-in exercises
- designing roleplays,
designing role-cards
- providing props (requisites)
(This is the role of the teacher)
2.
- completing warm-up, bridging and lead-in exercises
Active stage
3.
- the specification of the task,
distributing the role cards
- students' preparation
(script-writing, rehearsal,
designing and producing costumes and sceneary, etc.)
4.
- performing the role-play
(The performance is recoded on video)
Follow-up stage
5.
before viewing their own performances
when viewing their own performances
- peer-assessment and repeated, paused playback,
teacher's summary
6.
- evaluation of the whole procedure,
tailoring further tasks
7.
- follow-up exercises,
bridging exercises towards a new task

by Por Zoltn
DEFINITIONS
Project work
is a series of carefully planned and negotiated, multi-skill activities
that are carried out in a co-operative, creative atmosphere
with the aim to produce something tangible
that has got a real function in real life.
Project
is the end-product of the previously described series of activities.
Being tangible and looking similar to things that have got real
functions in real life are very significant criteria of projects.
TYPES OF PROJECTS
'PAPER' PROJECTS
'AUDIO' PROJECTS
'VIDEO' PROJECTS
VOICED 'PAPER' PROJECTS
THE VALUES OF PROJECT WORK
It ...
... is student-centred, not syllabus-centred.
... focuses on topics or themes rather than on specific language.
... is skill-based, not structure-based.
... doubts the monopoly of verbal skills in the success of learning.
... reforms the traditional student-teacher relationship
based on hierarchy.
... effects on student-student relationship because it creates
a cooperative atmosphere rather than a competitive one.
... concerns on motivation as it is personal,
it encourages learning through doing
and develops the sense of achievement
as the end-product is important.
... encourages independent investigation.
... integrates language skills with other skills
in a cross-curricular context.

by Por Zoltn
VIDEO PRODUCTIVE TECHNIQUES
THE AIMS OF PROJECT WORK

IN THE MLT CLASS
Helping students attain communicative competence
Encouraging spontaneous expression orally and in writing
Reinforcing the students' linguistic abilities
Developing their own learning capacity
Increasing the students' ability to read basic literary,
technical or daily-use texts
Helping the students using English by exchanging ideas,
feelings and information with speakers of other languages
Contributing to the integral and social development
of the students by means of an active methodology,
based mainly on group work
Contributing to learners' intellectual development
(Developing Project Work in the English Classroom
by Fernndez Carmona et al,
English Teaching Forum 29/3: 45-47. 1991)

by Por Zoltn
THE PROCESS OF DEVELOPING A PROJECT

1. Input (in linguistic and cross-curricular sense)
2. The teachers' decision on when project work
is appropriate
3. 'Bridging' and 'leading-in' activities
4. Initiating project work, introducing the idea
5. Discussing the actual topics and possible formats
of the end-products
6. Defining the project objectives
7. Forming groups
8. Planning in groups
9. Counselling with the teacher
10. Collecting data, information, materials and
resources to use
11. Group discussions
Counselling with the teacher
Confirming or modifying the plan
12. Producing the project
13. Group discussion
Counselling
14. Presentations
15. Feedback and evaluation

by Por Zoltn
VIDEO PRODUCTIVE TECHNIQUES
THE TEACHER'S ROLE

IN PROJECT WORK ACTIVITIES
"cooperator, co-ordinator, consultant, counsellor, explorer
(of feasibility), evaluator, facilitator, monitor, participant, sharer"
(Project Work in EFL-Potential Pit-Falls
by Rees A.L.W.,
English a World Language 1/1: 37. 1991.)
The teacher co-ordinates the formation of project teams.

He / she encourages students to think about resource implications.
The treacher provides ideas and advice for project teams engaged
in their tasks.
It is the teacher who helps resolve arguments or diasgreement.
He / she helps overcome language problems and supports the
process of information acquisition.
Resources, materials and equipment are supplied by the teacher
The development of the end-product is supported by his / her
assistance.
The teacher organizes displays, screenings and plans follow-up
activities.
The feedback and evaluation sessions are chaired by the teacher.

by Por Zoltn
TYPES OF PROJECTS
'PAPER' PROJECTS
1. letters
(to real pen-friends, to Santa Claus etc.)
2. postcards
a. greeting cards from holidays
b. greeting cards for special days
(Brithday-cards, Valentine-cards,
Christmas-cards, etc.)
Easter-cards,
3. invitation cards
(to (birthday) parties and to special events
4. tickets
a. tickets for transport
(bus, train, boat, airplane etc.)
b. tickets for cultural events
(cinema, theatre, concerts, etc.)
c. sport events
5. forms to fill in
6. plans and maps
a. plans of buildings, public places
b. maps of towns, diostricts, countries
c. routes of transport network
7. timetables and schedules
a. timetables of lessons at school
b. timetable of transport
c. schedules of events
(theatre, cinema, etc. performances and other cultural
and sports
events)
d. tv-programmes, tv-guides
e. calendars
8. bills
(of theatre or cinema performances, concerts and other
cultural and
sports events)
9. telephone directories and 'Yellow Pages'
10. menues
(of restaurants and cafs)
11. catalogues
(of shops)
12. stickers, labels and logos
(of shops, businesses, clubs etc.
labels for items for sale)
13. posters
a. posters with advertisements or any useful information
b. posters commemorating special events or special
days
14. leaflets, brochures
a. brochures with adfvertisements
b. leaflets of cultural and sports events
c. brochures of schools
d. leaflets with any information
15. newspapers, magazines
(with advertisements, comicses, riddles and crossword
puzzles,
weather forecasts, interviews and reports in them)
16. books, booklets
a. storybooks, comicses
b. history books
c. tourist guides
d. cookery book
17. diaries of events
(what children write about their everyday life)
18. albums
a. albums that introduce people or places
from a subjective point of view
b. albums that commemorate events in the family or in
the community
'AUDIO' PROJECTS
1. radio programmes
a. news
b. weather forecasts
c. sports broadcasts
d. quizes
e. advertisements / commercials
f. traffic information
g. portraits of people
h. radio plays, soap operas
2. 'audio-letters' to friends abroad
'VIDEO' PROJECTS
1. television programmes
a. news
b. weather forecasts
c. sports 'transmissions'
d. quizes
e. advertisements / commercials
f. traffic information
g. portraits of people
h. 'feature films', soap operas, tv-sketches
i. situational commedies
j. documentary films
(introducing places, traditions, past events, nature,
etc.)
k. fashion shows
l. puppet shows, bedtime stories
m. video-clips
n. promotion videos
(introducing the work and life of an institution or a
company)
2. video guides
(of a town or of an institution like a school)
3. video documentation
(of family, school and community events)
4. 'video letters' to friends abroad
VOICED 'PAPER' PROJECTS

1. 'book-cassettes'
(voiced stories and comicses)
2. 'voiced albums'
(albums with accompanying tapes introducing the
school, the town, several aspects of school events,
family and friends, private life of learners)

Evaluation, Design and Production of Teaching Materials Educational Technology in Teaching Modern Languages

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