Seameo regional language centre
Chapter 3: Conclusion and implications
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| Chapter 3: Conclusion and implications
3.1. Summary of findings This project aims to analyze and evaluate the new series of English textbooks currently developed and approved by MOET for use in Vietnam’s upper secondary schools. It specifically looks at the methodologies and contents of the books with a view to proposing implications for textbook authors and teachers who have been and will be using the books. To start with, findings show that the books generally present substantial improvements over the old ones in a great number of aspects. First and foremost, they are more communicative in the sense that they cater for all four language skills development. The old textbooks, in contrast, focus mostly on reading skills and language contents. What is more, although there is a separate section for practicing each language skill, the books also manage to integrate these skills without overlooking important language contents such as grammar, vocabulary and phonology study. They also manage to cover a wide range of communicative functions and notions, which seems neglected in the old books. Besides, they seem to give due attention to learning strategies development and offer sufficient, regular review and revision which proves useful for students’ independent learning. Finally, the books look more attractive with beautiful visual illustrations and are organized in a clear and helpful manner for both teachers and learners. With all these advantages, 57 the books therefore have received favorable considerations and positive comments from teachers who have been using them. Despites the strengths, however, the books also show several limitations. For example, many of their speaking activities are found non-communicative, failing to elicit negotiation of meaning and presenting unrealistic and unnatural discourse. Also, guidance is not always available for students to complete tasks and socio-cultural information is not included for learning the rules of speaking in the target language. Writing tasks sometimes do not specify readership and text types, thus confusing students and teachers. In receptive skills practice, emphasis tends to be placed more on literal processing than deep processing of information, thus unrealistically reflecting real world communication. Finally, the teaching of language contents does not correspond with current theories of second language acquisition. In most instances, forms are taught mechanically but not via tasks and consciousness-raising activities, making it hard for rule internalization. Unfortunately, these shortcomings might have made the books less communicative than they would have been expected and intended to be. Other limitations as reported by teachers, for example, overloaded contents for the student population in disadvantaged areas and unhelpful teacher’s manuals, also tend to impact on the effective application of the books. tải về 421.94 Kb. Chia sẻ với bạn bè của bạn:
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