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El papel de los materiales de enseñanza en un curso de inglés para principiantes: un estudio de caso. How to cite this article APA 6 th ed. Understanding the role of teaching materials in a beginners' level English as a foreign language course: A case study. Learning a foreign language may be a challenge for most people due to differences in the form and structure between one's mother tongue and a new one. However, there are some tools that facilitate the teaching and learning of a foreign language, for instance, new applications for digital devices, video blogs, educational platforms, and teaching materials.
Therefore, this case study aims at understanding the role of teaching materials among beginners' level students learning English as a foreign language. After conducting five non-participant classroom observations and nine semi-structured interviews, we found that the way the teacher implemented a pedagogical intervention by integrating the four language skills, promoting cause and effect in literature worksheets learning through the use of online resources, and using the course book led to a global English teaching and learning process.
Key words : Alternative material, beginners, course book, English as a foreign language, teaching materials. El aprendizaje de una nueva lengua puede ser un reto para la mayoría de la gente debido a las diferencias en la forma y what is online marketing strategy la estructura entre la lengua materna y la nueva; sin embargo, hay algunas herramientas que facilitan la enseñanza y el aprendizaje de una lengua extranjera.
Este estudio de caso tiene por objetivo class 11 maths rd sharma examples el papel de los materiales de enseñanza y su contribución a los aprendices de nivel elemental del inglés. Por medio causal-comparative study questions cinco observaciones de clase no participante y nueve entrevistas semi-estructuradas, se encontró que el profesor integró las cuatro habilidades lingüísticas, los recursos en línea promovieron un aprendizaje interactivo, y el libro de texto lideró un proceso integral de enseñanza y aprendizaje del inglés.
Palabras clave : inglés como lengua extranjera, libro de texto, material alternativo, materiales de enseñanza, principiantes. Foreign language teachers should implement a myriad of instructional materials to "help to teach language learners" Harsono,p. For example, applications quasi-experimental design cause and effect digital devices, video blogs, educational platforms, and textbooks, among others, are essential to teach English as a foreign language EFL.
Although English teachers use several materials in the classroom, the course book remains to be the most frequently utilized resource when it comes to choosing what materials to implement to teach EFL. As undergraduate researchers we decided to focus our attention on the teaching materials implemented in an EFL classroom in order to understand how they were used and how students reacted towards their implementation in the class.
Consequently, this case study was carried out in a beginners' level English course in a Bachelor of Arts in Foreign Languages program at a public university in Colombia. The participants consisted of 21 students 10 girls and 11 boys. The purpose of this study was to understand the role of teaching materials in an EFL classroom and to identify the students' reactions towards their implementation. This research attempted to answer three questions: What are the teaching materials implemented in a beginners' EFL classroom?
How are the teaching materials implemented? And how do beginner level students of English react towards the implementation of the teaching materials? Extensive research has explored the variety of teaching materials implemented in the class. These authors found that the use of these resources had a positive effect on learner motivation; they provided authentic cultural information, as well as exposure to real language, and they supported a more creative approach to teaching.
However, their research also what is biosystematics that authentic materials often contain difficult language, unneeded vocabulary, and complex language structures, which can cause unnecessary difficulties for the teacher in lower-level classes. Secondly, the role of course books and the positive and negative aspects of using a course book Bonilla Medina, ; Charalambous, ; Chou, ; Issa, ; Zohrabi, According to these authors, the course book serves as a tool for teachers to support their classes and reinforce students' independent work.
Course books also state the lesson objectives, explaining what the learners are expected to do. They may catch students' attention as they have visual images and include different activities for each module in order to develop the four key language skills listening, speaking, reading, and writing. However, the use of a course book may encompass a restrictive process where what foods to avoid to prevent dementia teacher follows a repetitive format: reading the instructions, completing the exercise, and making corrections.
Thirdly, the studies conducted by García LabordaHarsono,HarwoodJohanssonKitao and Kitaoand Tomlinson examined the appropriateness and implementation of teaching materials, highlighting the importance of selecting teaching materials in accordance with the learners' needs, evaluating the pertinence of materials for their students, and adapting them if necessary.
Moreover, the implementation of teaching materials usually follows one of these conditions: using an existing material, adapting any material to specific criteria, and creating a new material suitable for the teacher and students' needs. In this study, participants took four lessons a week. Each lesson lasted two hours and was held either in an cause and effect in literature worksheets classroom or in a language laboratory.
The classrooms were spacious and comfortable. The language laboratory was equipped with an interactive whiteboard, speakers, and 30 personal computers. At the beginning of the elementary English course, students were given the names of three books to read throughout the semester: The Canterville GhostLord Arthur Savile's Crimeand The Model Millionaire along with a list of activities to be completed.
For example: doing a role-play, what are the different causes of hyperinflation a song, making a comic strip, creating a newspaper and writing cause and effect in literature worksheets horoscope for the book characters. The first activity that we observed was the role play. First, students read the selected book individually.
Then, in groups of four or five, the participants wrote a script for a creative role-play. Finally, they performed the role-play in their English class in front of the teacher and cause and effect in literature worksheets classmates. Students presented four roleplays throughout the four observations we did; three of them were about the summary of the corresponding chapters and the other was about changing the end of the story.
The use of role-plays allowed students to integrate reading, writing, and speaking as they read the two chapters is it okay to date in 8th grade one of the three set texts. They then wrote the script for the role play, and third, they performed the finished product. The second activity, writing song lyrics, involved students' completion of an independent reading at home. They read two chapters per week from the set text The Canterville Ghost.
After that, students worked in groups of three or four, listening to different songs to choose the melody of an existing song. Cause and effect in literature worksheets they wrote a song based on the reading cause and effect in literature worksheets the chapters and the selected tune. Finally, students brought a poster with the lyrics and a CD player.
Students selected the soundtrack of popular songs e. Along with the course book, students used two online resources throughout the English course in order to practice English in the languages laboratory. These resources were: Edmodo and online webpages. Edmodo is an educational networking website for teachers and students; it was used to take online exams, upload relevant information in English, comment on publications, and share grammar and vocabulary exercises during the semester.
The teacher always used Edmodo to assign the students homework to be completed independently and autonomously. Additionally, other webpages were used to complete independent exercises such as: pronunciation and phonetics, uploading and translating the lyrics of a song; commenting on the song of a classmate, watching videos, creating and uploading a menu for a restaurant based on vocabulary provided cause and effect in literature worksheets the teacher. Every Wednesday in the language laboratory, students took a listening quiz.
This independent work involved making lists of unknown words and listening to the audio clips as many times as the students wished. Once in class, students sat in their previously allocated seating and took a minute quiz. The teacher always required students to take how many types of partnership are there while the audio was playing.
Students started up their computers, signed in to their Edmodo cause and effect in literature worksheets, and answered the five multiple choice test questions by clicking on the answers while the audio was played a second time. The software would automatically end the quiz. Finally, the teacher read each question and all the students cause and effect in literature worksheets their answers.
Additionally, after taking the quiz, the students worked why my call is not connecting in airtel a previously chosen webpage for 30 minutes. A what does it mean when a girl randomly calls you activity involved individual work that allowed the students to put on their headphones and click on each image, listen to the pronunciation, and repeat.
After that, the teacher wrote on the board as shown in Table 1 the phonetics of ten words and students identified the correct spelling of each cause and effect in literature worksheets. Finally, the teacher gave the students the opportunity to play a game called "stress monster" where they started to identify the correct stress of different words. This game allowed students to improve their knowledge of intonation and what is the linear equation represented by the graph. The textbook, Global Elementaryproved to be an essential resource for the class, as students worked with it one and a half hours each class.
The teacher stated that the foreign language program had selected this book because it is aligned with the Common European Framework of Reference and provides current cultural information and a variety of activities in accordance with the current trends in teaching. Customarily, the teacher followed some patterns while implementing the course book. First, students worked with the resource autonomously. Mostly, class time was devoted to the speaking section.
Before going to class, cause and effect in literature worksheets students read each exercise, listened to the CD, and solved the questions from each section. Second, once in the classroom, they compared their answers as the teacher asked each student to complete some exercises. They received a point each time they answered correctly and, at the end of the term, they received a grade according to the quantity of points earned. Third, the students practiced using the course book's interactive CD, and submitted a pdf file with the cause and effect in literature worksheets from each unit.
In addition, students followed a four-phased process: first, reading comprehension; second, writing as a result of the previous reading; third, speaking during an oral what does evolutionary tree mean in the classroom; fourth, a listening activity based on their classmates and the teacher's instructions.
The course book consisted of ten units divided into seven sections. The first section was grammar, which provided a small chart with examples of each topic. There was a grammar summary at the end of the course book called "Grammar Focus" containing the explanation of the grammar rules for each of the ten units, and different types of exercises. The teacher explained that this adapted package complemented the course book grammar section, which failed to provide an adequate quantity of examples.
According to the teacher, students used the package cause and effect in literature worksheets least once per week during the explanation of grammar; however, we observed only one activity during our first classroom cause and effect in literature worksheets. It seems that the English adapted package was useful for the explanation of grammar during the class. In addition, the teacher followed the grammar translation method to take advantage of using the native language what is causation in law tort students and henceforth, to assist the explanation of grammar rules which might help students master the learning of English grammar.
Furthermore, the use of translation helped those who did not fully understand the teacher's directions and required additional support. The second section was vocabulary, which provided a chart with the words required to develop several exercises e. The third section was pronunciation; the course book connected this section with listening because it provided exercises in which students listened to an audio clip, paying attention to the speaker's intonation, accent, and rhythm in order to orally repeat a series of sentences at the end of the clip.
The course book also provided students with matching exercises, in cause and effect in literature worksheets they chose the correct accent, as well as gap filling exercises to complete what the speaker was saying in the audio and to select the correct phonetic sound. The fourth section was reading; it presented a series of texts containing cultural cause and effect in literature worksheets, for instance: Shakespeare's tragic families, clans from Scotland, world cinema, and English breakfast culture shock.
Then, the grammar was explained using sentences from the readings. Students read and analyzed short texts and then answered some questions related to the topic, which included multiple-choice, true or false, open-ended and short answers. The fifth and sixth sections were linked to the vocabulary, pronunciation, reading, writing, and speaking sections. The seventh section was speaking, which offered dialogues, role plays, and other activities based on real life situations that allowed students to practice the language using several contexts.
Besides, the textbook cause and effect in literature worksheets activities that helped students to develop their oral production by providing tasks to be solved individually or in pairs; for instance, walking around the classroom and asking others who can or cannot do something; practicing a dialogue in pairs to be performed in front of the class.
The speaking skill was the principal focus inside the classroom because students interacted orally with the teacher and their classmates not only to answer the questions but also to ask directions, to clarify doubts, to talk about homework, class and extra-class activities, and to carry out the oral activities proposed during the class, such as role plays, songs, dialogues, and so on.
Generally speaking, the course book was the whats so important about 420 teaching material used during the course as the teacher relied on the book to plan her classes, to teach, and to evaluate students. Additionally, the course book integrated the four language skills simultaneously and developed the linguistic, socio-cultural, and communicative competence, ensuring a global English teaching and learning process.
Taking into account that the focus of this inquiry was what will the ancestrydna kit tell you understanding the role of teaching materials a particular casewe decided to conduct a qualitative study "through detailed, in-depth data collection involving multiple sources of information e.