Write a review of 10 std english textbook
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INTRODUCTION
Students go to conversation classes for the purpose of
learning to be able to orally communicate with speakers of
English. How can teachers assist students to achieve this
goal? Selecting effective textbooks is a crucial step in
making this goal a reality. Textbooks provide a clear
framework that directs students to a destination. Through
a well-organized structure, students will be able to acquire
the language necessary for communication in a systematic
manner.
This paper describes the features of conversation
textbooks necessary for the enhancement of students’ oral
abilities. Following this description are the guidelines for
selecting conversation textbooks and a critique of Survival
English, one such textbook used by several colleges and
universities in Taiwan. It is hoped that the critique will
inspire textbook writers to develop more beneficial
teaching materials, which in turn will enhance students’
oral proficiency in the long run.
FEATURES OF EFFECTIVE CONVERSATION TEXTBOOKS
Crawford (2002) advocates the use of well-developed
textbooks. Those textbooks, based on sound learning
principles, are appropriately paced, which might alleviate
students’ anxiety and further promote learning.
Furthermore, they cover a variety of language functions,
which is facilitative in the development of communicative
abilities. On the whole, textbooks serve as a helpful
scaffold for improving students’ skills and advancing them
to higher levels.
Language must be contextualized
Effective conversation textbooks have at least two features
(Crawford, 2002; Richards, 2001). First, language in
textbooks must be contextualized. Language is used for a
purpose, such as arguing, persuading, interpreting,
complaining, negotiating, or informing. As language is
functional, dialogues, activities, and any other contents in
textbooks must be language in use. Ideal conversation
textbooks should design a setting (such as choosing a
major) in which language functions (such as giving
opinions, in this case) can fit. It just doesn’t make any
sense to scramble a bunch of unrelated sentences in a
lesson.
Language must be realistic
Language is a social practice. Every social situation
requires its own distinct language type. Therefore, genres
or registers have to be taken into account when textbook
writers design dialogues, activities, and any other contexts.
For instance, it sounds very unnatural when a mother says,“Would you please kindly open the door for me, sir?” to
her child. Second language learners must learn not only
what to say but how to say it appropriately. Realistic
language provides students with a concept of how
language is used in different social situations, and this will
minimize sociolinguistic inappropriateness.
In general, effective conversation textbooks must offer
students ample opportunities to experience authentic
language use. Through meaningful learning in contexts,
students will have better opportunities to sharpen their
communicative competences: grammatical competence
(enables speakers to speak accurately), discourse
competence (enables speakers to speak clearly),
sociolinguistic competence (enables speakers to speak
appropriately), and strategic competence (enables
speakers to prevent communication failures).
GUIDELINES FOR SELECTING TEXTBOOKS TO
DEVELOP COMMUNICATIVE COMPETENCE
The following sections summarize and synthesize
concepts proposed by several researchers (Celce-Murcia,
1991; Robinett, 1978; Savignon, 2002) to offer guidelines
for the selection of textbooks for conversation classes at
colleges or universities.
Students’ background
The background of the students (age, language proficiency,
purpose for learning English, etc) is one of the
considerations for selecting conversation textbooks. In
terms of age, the contents of the textbooks must be
compatible with the maturity and interests of the students.
Suitable topics for college students may include hot issues,
such as the upcoming Presidential election, or their
favorite form of entertainment, such as online games. It is
simply not suitable to offer such topics as “How to Tie
Your Shoes” or “How to Dress your Barbie Dolls” to college
students. As far as language proficiency is concerned, a
simplified version of the material can be provided to low-
proficiency students, but always remember: contents
cannot be diluted. For intermediate and advanced
students, it is recommended that teachers use as many
authentic materials as possible. The underlying principle
behind this is that authentic materials can reinforce the
direct relationship between the language classroom and
the outside world for students.
Purposes for learning English are another consideration
in choosing conversation textbooks.
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