Seameo regional language centre
Checklist for communicativeness
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| Checklist for communicativeness
General evaluation 1. Does the book claim to be communicative in its aims and objectives? 2. Is the syllabus of the book primarily communicative (e.g. by using communicative activities, functions etc. as its primary units)? 3. Is there reference to communicative methodology? 4. Is there evidence that the design of the book is influenced by communicative considerations (e.g. emphasis given to communicative activities, use of authentic materials and realistic tasks?) The teaching of listening skills 5. What kind of listening material is contained in the course? 6. Is the listening material set in a meaningful context? 7. Are there pre-listening tasks, questions, etc? The teaching of speaking skills 8. What kind of material for speaking is contained in the course? This may include oral presentation and practice of language items, dialogues, role plays, communication activities (information gap)? 9. What elements of genuine communication are present (unpredictability; opportunities to express real information, feelings, opinions, etc.; opportunities for learners to structure their own discourse; need to formulate and use communicative strategies; emphasis on co-operation between speakers in communicative interaction)? 10. At the appropriate level, does the book include material that reflects the nature of communicative interaction in respect of structure of discourse in interactions (including openers, confirmation checkers, pre-closers, etc.); complexity of structure; range of appropriate lexis; features such as fillers and incomplete sentences; roles of speakers in interaction? 11. Does the material help learners in the skill of turn taking in conversations? 64 12. Is any other help given with the organization and structuring of conversations or other spoken interactions? The teaching of reading skills 13. Is the reading text used for introducing new language items (grammar and vocabulary), consolidating language work, etc.? 14. Is there a focus on the reading development of reading skills and strategies? 15. Is the reading material linked to other skills work? 16. How long are texts? Do they encourage intensive/ extensive reading? 17. How authentic are texts? 18. What text types are used? Are they appropriate? 19. Does the material help comprehension by, for example, setting the scene, providing background information, giving pre-reading questions? 20. What kinds of comprehension questions are asked? Literal (surface) questions? Discourse-processing questions? Inference questions? The teaching of writing skills 21. How does the material handle controlled writing, guided writing, and free or semi-free writing? 22. Is there appropriate progression and variety of tasks? 23. Are the conventions of different sorts of writing taught? If so, which ones and how are they presented? 24. How much emphasis is there on accuracy? Is attention given to the language resources specific to the written form, such as punctuation, spelling, layout etc.? 25. Are learners encouraged to review and edit their written work? 26. Is readership identified for writing activities? The teaching of grammar 27. How are new grammar items presented and practiced? 28. Is there an emphasis on language form? 29. Is there an emphasis on language use (meaning)? 30. How balanced is the treatment of form and use? 31. Are newly introduced items related to and contrasted with items already familiar to the learners? 32. Where one grammatical form has more than one meaning (e.g. the present continuous), are all relevant meanings taught (not necessarily together)? 65 The teaching of vocabulary 33. Is vocabulary-learning material included in its own right? If so, how prominent is it? Is it central to the course or peripheral? 34. How much vocabulary is taught? How much new vocabulary is presented in each unit, text, etc.? 35. Is there any principled basis for selection of vocabulary? 36. How is new vocabulary presented (e.g. in word lists, in a text, with visuals)? Is vocabulary presented in a structured, purposeful way? 37. Does the material enable students to expand their own vocabularies independently by helping them to develop their own learning strategies? 38. Is new vocabulary recycled adequately? The teaching of phonology 39. How thoroughly and systematically are each of the following aspects of the phonological system covered: articulation of individual sounds, words in contact (e.g. assimilation), word stress, weak forms, sentence stress, intonation? 40. Where phonology is taught selectively, is the emphasis on areas of pronunciation that are important to meet learners’ needs and help avoid misunderstanding? 41. Is the pronunciation work built on to other types of work, such as listening, dialogue practice etc. or does it stand separately? 42. How much terminology is used? Is it comprehensible to the learners? 43. Is the phonemic alphabet used? If so, are students given any training in learning it? 44. Does the material use a diagrammatic system to show stress and intonation? 45. Are there cassettes for pronunciation practice? If so, do they provide good models for learners? |