東華大學圖書館 |

Curriculum design and language learning : = An analysis of English textbooks in Brazil.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Curriculum design and language learning :/
其他題名:	An analysis of English textbooks in Brazil.
作者:	Rodrigues, Ellen Nogueira.
面頁冊數:	1 online resource (261 pages)
附註:	Source: Dissertations Abstracts International, Volume: 78-05, Section: A.
Contained By:	Dissertations Abstracts International78-05A.
標題:	Language arts. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10162826click for full text (PQDT)
ISBN:	9781369176001

Curriculum design and language learning : = An analysis of English textbooks in Brazil.
Rodrigues, Ellen Nogueira.

Curriculum design and language learning :An analysis of English textbooks in Brazil. - 1 online resource (261 pages)

Source: Dissertations Abstracts International, Volume: 78-05, Section: A.

Thesis (Ph.D.)--Andrews University, 2015.

Includes bibliographical references

Problem. The textbook is the most important resource for English as a Foreign Language (EFL) classrooms in Brazil, defining the course to be followed and the teaching and learning processes for language learning. Therefore, it is necessary to understand through an educational perspective the curriculum design employed in the textbook, and the language learning processes used based on the communicative approach, the current favorable approach to English teaching in Brazil. Textbooks writers typically indicate their alignment to the communicative framework. So the problem that exists is the lack of studies on the approaches and processes used in the construction of the English textbook for EFL and the need to identify to what extent communicative approaches guide and frame the curriculum content. In this study I analyze sixth-grade textbooks, the first grade in which students are in contact with the foreign language. Thus sixth-grade textbooks evoke the importance of understanding how language learning is conceived regarding curriculum design aspects and language learning processes. Hence, for a more effective orientation to students' learning experiences the present study takes into account to what point the textbook writers incorporate aspects of the communicative approach into the curriculum design and language learning processes in the foreign language textbooks. Method. The method used in this study was qualitative content analysis (QCA). Content analysis allowed me to explore the extent to which textbook writers included curriculum design and language learning processes. QCA provides the means to analyze the meaning of qualitative material in a systematic way. Textbook content can provide qualitative categories that can be rearticulated and resignified, going beyond a format that complies with yes and no to answers. Content analysis helps explore more thoroughly specific aspects of the texts' message providing insights to the effects that the textbook have on users' language proficiency and the extent to which changes are necessary. Two sixth-grade textbooks were analyzed-the Links (2011) and Keep in Mind (2012) collections. Both are currently used in Brazilian public schools. The sixth grade is usually the first time students will be in contact with the foreign language and, thus these textbooks were suitable to serve as the corpus of the study. A checklist was developed to evaluate the EFL textbooks, and several aspects were taken in consideration to produce the checklist. Items from previous checklists were adapted for inclusion on the current checklist. To ensure the checklist included items that dealt with aspects of curriculum design, Nation and Macalister's (2010) language curriculum design components were incorporated into the current checklist. Checklist items related to the language learning processes were developed based on Tomlinson's (2003, 2010, 2011) and Ellis's (2014) language learning principles. The checklist items have two criteria that must be contemplated to obtain a satisfactory and good evaluation, which is indicated by a summative value for each item in the checklist. The checklist guides the evaluation procedures and examination of the textbooks. Results. The analysis of the textbooks indicates that both textbooks follow a weak version of the communicative approach. The textbooks develop suitable controlled practices especially related to speaking skills, and provides natural spoken data for the content of the units. However, both textbooks failed to create conditions for freer production of language use to achieve a communicative outcome. There are few opportunities for students to interact, share meaning, and manipulate the language in communicative contexts. Therefore, the textbooks should be revised to ensure that students engage in tangible experiences where they interact through talk-in-interactions and discover the language system in the process of communicating to achieve an outcome. The textbooks are satisfactory in providing fun and interesting activities for students. Even so, more attention should be given to designing fun activities than relying on goal-oriented activities. Textbook authors fail to include content more than once across the textbooks, which hinder students' abilities to recall and integrate content knowledge. Language development requires constant reinforcement of learning for students to incorporate the linguistic item into their language system. Conversely, both textbooks ensure a periodic assessment of content and grammatical activities that focus on form-meaning connections. In general, listening, reading, writing, and grammar activities from these two textbooks could offer more chances to assist learners in noticing the input through highlighting or marking the words, isolating the input, and increasing the salience of the target structure. In listening practices Links failed to give attention to the metacognitive process where learners attend to input and check their understanding. Also, both textbooks could have provided a range of different listening activities, such as listening grips, prompts, completion of sentences, and matching activities. (Abstract shortened by ProQuest.).

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9781369176001Subjects--Topical Terms:

532624
Language arts.
Subjects--Index Terms:

BrazilIndex Terms--Genre/Form:

542853
Electronic books.

Curriculum design and language learning : = An analysis of English textbooks in Brazil.
LDR:06781nmm a2200433K 4500 001 2361630
005 20231027101237.5
006 m o d
007 cr mn ---uuuuu
008 241011s2015 xx obm 000 0 eng d
020 $a 9781369176001
035 $a (MiAaPQ)AAI10162826
035 $a (MiAaPQ)andrews:10150
035 $a AAI10162826
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Rodrigues, Ellen Nogueira. $3 3702314
245 1 0 $a Curriculum design and language learning : $b An analysis of English textbooks in Brazil.
264 0 $c 2015
300 $a 1 online resource (261 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 78-05, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Ostrander, Raymond J.
502 $a Thesis (Ph.D.)--Andrews University, 2015.
504 $a Includes bibliographical references
520 $a Problem. The textbook is the most important resource for English as a Foreign Language (EFL) classrooms in Brazil, defining the course to be followed and the teaching and learning processes for language learning. Therefore, it is necessary to understand through an educational perspective the curriculum design employed in the textbook, and the language learning processes used based on the communicative approach, the current favorable approach to English teaching in Brazil. Textbooks writers typically indicate their alignment to the communicative framework. So the problem that exists is the lack of studies on the approaches and processes used in the construction of the English textbook for EFL and the need to identify to what extent communicative approaches guide and frame the curriculum content. In this study I analyze sixth-grade textbooks, the first grade in which students are in contact with the foreign language. Thus sixth-grade textbooks evoke the importance of understanding how language learning is conceived regarding curriculum design aspects and language learning processes. Hence, for a more effective orientation to students' learning experiences the present study takes into account to what point the textbook writers incorporate aspects of the communicative approach into the curriculum design and language learning processes in the foreign language textbooks. Method. The method used in this study was qualitative content analysis (QCA). Content analysis allowed me to explore the extent to which textbook writers included curriculum design and language learning processes. QCA provides the means to analyze the meaning of qualitative material in a systematic way. Textbook content can provide qualitative categories that can be rearticulated and resignified, going beyond a format that complies with yes and no to answers. Content analysis helps explore more thoroughly specific aspects of the texts' message providing insights to the effects that the textbook have on users' language proficiency and the extent to which changes are necessary. Two sixth-grade textbooks were analyzed-the Links (2011) and Keep in Mind (2012) collections. Both are currently used in Brazilian public schools. The sixth grade is usually the first time students will be in contact with the foreign language and, thus these textbooks were suitable to serve as the corpus of the study. A checklist was developed to evaluate the EFL textbooks, and several aspects were taken in consideration to produce the checklist. Items from previous checklists were adapted for inclusion on the current checklist. To ensure the checklist included items that dealt with aspects of curriculum design, Nation and Macalister's (2010) language curriculum design components were incorporated into the current checklist. Checklist items related to the language learning processes were developed based on Tomlinson's (2003, 2010, 2011) and Ellis's (2014) language learning principles. The checklist items have two criteria that must be contemplated to obtain a satisfactory and good evaluation, which is indicated by a summative value for each item in the checklist. The checklist guides the evaluation procedures and examination of the textbooks. Results. The analysis of the textbooks indicates that both textbooks follow a weak version of the communicative approach. The textbooks develop suitable controlled practices especially related to speaking skills, and provides natural spoken data for the content of the units. However, both textbooks failed to create conditions for freer production of language use to achieve a communicative outcome. There are few opportunities for students to interact, share meaning, and manipulate the language in communicative contexts. Therefore, the textbooks should be revised to ensure that students engage in tangible experiences where they interact through talk-in-interactions and discover the language system in the process of communicating to achieve an outcome. The textbooks are satisfactory in providing fun and interesting activities for students. Even so, more attention should be given to designing fun activities than relying on goal-oriented activities. Textbook authors fail to include content more than once across the textbooks, which hinder students' abilities to recall and integrate content knowledge. Language development requires constant reinforcement of learning for students to incorporate the linguistic item into their language system. Conversely, both textbooks ensure a periodic assessment of content and grammatical activities that focus on form-meaning connections. In general, listening, reading, writing, and grammar activities from these two textbooks could offer more chances to assist learners in noticing the input through highlighting or marking the words, isolating the input, and increasing the salience of the target structure. In listening practices Links failed to give attention to the metacognitive process where learners attend to input and check their understanding. Also, both textbooks could have provided a range of different listening activities, such as listening grips, prompts, completion of sentences, and matching activities. (Abstract shortened by ProQuest.).
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
650 4 $a Language arts. $3 532624
650 4 $a Curriculum development. $3 684418
650 4 $a English as a second language. $3 516208
653 $a Brazil
653 $a Communicative language teaching
653 $a Curriculum design
653 $a English as a foreign language
653 $a Foreign language learning
653 $a Textbook analysis
655 7 $a Electronic books. $2 lcsh $3 542853
690 $a 0279
690 $a 0441
690 $a 0727
710 2 $a ProQuest Information and Learning Co. $3 783688
710 2 $a Andrews University. $b School of Education. $3 2099487
773 0 $t Dissertations Abstracts International $g 78-05A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10162826 $z click for full text (PQDT)