Analysis of an English Coursebook

Topics: Second language acquisition, Language acquisition, Linguistics Pages: 36 (16690 words) Published: October 1, 2014
MÁSTER EN PROFESORADO E.S.O., BACHILLERATO, F.P. Y ENSEÑANZAS DE IDIOMAS, ARTÍSTICAS Y DEPORTIVAS

Analysis of an English
Coursebook and
Its Oral Activities
Trabajo de Fin de Máster
Modalidad B
Junio 2013
Alumna: Alejandra Rodríguez Marco
Tutora: María Pilar Mur Dueñas

Alejandra Rodríguez Marco
Analysis of an English Coursebook and Its Oral Communicative Activities

1

Alejandra Rodríguez Marco
Analysis of an English Coursebook and Its Oral Communicative Activities

INDEX

Pages

1 Introduction

4

2 Literature review

5

2.1. Research on oral discourse

5

2.2. Research on communicative competence

5

2.3. Language exposure: input hypothesis

8

2.4. Language production: output hypothesis

9

2.5. Designing oral communicative activities

10

2.6. The use of coursebooks in the EFL classroom:
advantages and disadvantages

3 Methods

11

13

3.1. Corpus

13

3.2. Participants

14

3.3. Methodology

14

3.3.1. Checklist 1: selection of a coursebook

15

3.3.2. Checklist 2: analysis of oral communicative activities

15

4 Results and discussion
4.1. Results and discussion from the checklist of the coursebook

17
17

4.1.1. Design and organization

18

4.1.2. Appropriateness

18

4.1.3. Materials and motivation

19

4.1.4. Methodology

20

4.1.5. Supplementary materials

23

4.2. Results and discussion from the checklist of the oral communicative activities

24

4.2.1. General impression

24

4.2.2. Oral activities

29

5 Conclusions

31

2

Alejandra Rodríguez Marco
Analysis of an English Coursebook and Its Oral Communicative Activities

Pages

Bibliography

34

Appendix I: Checklists

36

Appendix II: Results of checklists

42

Appendix III: Analysis of sample activities

48

3

Alejandra Rodríguez Marco
Analysis of an English Coursebook and Its Oral Communicative Activities

1 INTRODUCTION
Knowledge of a foreign language is a fundamental part of current education. It is even more important since travelling and working possibilities seem to have no limits: business companies, private firms, and their employees deal with foreign business partners every day and a proficient command of any foreign language has a very important role. English has developed into the most used language for communication in professional contexts and, as a result, a very important part of the syllabus of educational institutions.

Learners at all proficiency levels are usually encouraged to talk and communicate in the foreign language they are learning by means of ice-breakers, prepared dialogues, and oral presentations among other types of activities. Students tend to participate in these interactive, communicative activities because they challenge them to further improve their skills. Naturally, choosing an appropriate coursebook and suitable activities would be essential. For that purpose, teachers should bear in mind that their decisions on these matters have to be the result of reflection and critical analysis, so that their decisions are informed by theoretical knowledge. In this dissertation I will try to find out if a particular coursebook –New English File: Intermediate, NEF1– is an appropriate coursebook to foster students’ oral skills in general and in a particular educational context. For this purpose, I will analyse and evaluate the coursebook, and then I will analyse and evaluate those activities which develop oral skills –listening and speaking activities– according to a specific criterion which will be developed in the Method section. I will first review both input and output hypotheses in general terms, discuss the advantages and disadvantages of using a coursebook in the EFL classroom, and reflect upon the most important factors for the selection of an appropriate coursebook and activities which foster the students’ oral communicative competence. Stephen Krashen and Merrill Swain...


Bibliography: and communicative competence develop in a second language (Ellis 1997; Celce-Murcia 2001). They
pay close attention to the relations between language and structure, the use of spoken language, the
same time (Savignon in Ross-Feldman 2003).
development of communicative competence (Brown and Yule 1983; Carter and McCarthy 1997;
Nation and Newton 2009)
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