Comparative Classroom-Based Study on Language Teaching Materials Use

Fangjing Ning

doi:doi:10.11648/j.ellc.20230803.11

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Comparative Classroom-Based Study on Language Teaching Materials Use

Fangjing Ning

Published in English Language, Literature & Culture (Volume 8, Issue 3)

Received: 22 March 2023 Accepted: 12 April 2023 Published: 3 July 2023

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Abstract

This paper aims to explore the effective use of teaching materials from textbooks in the English learning classroom. Undoubtedly, language teaching materials play a significant role for success in language teaching. It’s the same in the Second Language Acquisition (SLA) leaning process. This paper discusses the way English language learning materials function in the three principal areas of classroom ecology: curriculum, classroom discourse, and language acquisition through a comparative classroom-based study of one-unit-learning in the two of the author’s English classes, both which have the similar English language level and capacity. Adaptation of materials is fundamentally acknowledged as important for meeting SLA learners’ needs. In the first classroom language teaching materials on the textbook were used only and fully. In the other classroom language teaching materials on the textbook were adapted by the teacher. Through analyzing the actual patterns of teacher adaptation and the effect on learners, observing learners’ engagement with them, comparing learners’ output and interviewing some students, the study shows that purposefully designed content choices of language teaching materials led to the affordance for more meaningful discourse, more active interaction and more fruitful outcome. The study identifies four main ways of using teaching materials from textbooks in the classroom, including selecting, reordering, revising and supplementing, which are testified workable and practical.

Published in	English Language, Literature & Culture (Volume 8, Issue 3)
DOI	10.11648/j.ellc.20230803.11
Page(s)	35-38
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2023. Published by Science Publishing Group

Keywords

Teaching Materials, Textbook, Classroom-Based Study, Learning, Interaction

References

[1]	Baker, C. D., & Freebody, P. (1989). Talk around text: Constructions of textual and teacher authority in classroom discourse. In S. De Castell, A. Luke, & C. Luke (Eds.), Language, authority and criticism: Readings on the school textbook (pp. 263–283). London: Falmer Press.
[2]	Blyth, C. (2014) Open educational resources and the new classroom ecology. The Modern Language Journal (2): 662-664.
[3]	Brown, D (2014). The power and authority of materials in the classroom ecology. The Modern Language Journal (2): 658-661.
[4]	De Castell, S., Luke, A., & Luke, C. (Eds.). (1989). Language, authority, and criticism: Readings on the school textbook. London: Falmer Press.
[5]	Guerrettaz, A. M. & B. Johnston. (2013) Materials in the classroom ecology. Modern Language Journal 97 (3): 779-796.
[6]	Lee, W. (1995). Authenticity revisited: Text authenticity and learner authenticity. ELT Journal, 49, 323–328.
[7]	Luke, C., De Castell, S., & Luke, A. (1989). Beyond criticism: The authority of the school textbook. In S. De Castell, A. Luke, & C. Luke (Eds.), Language, authority and criticism: Readings on the school textbook (pp. 245–260). London: Falmer Press. (Reprinted from Curriculum Inquiry, 13, 111–127).
[8]	Masuhara, H. (2011). What do teachers really want from coursebooks? In B. Tomlinson (Ed.), Materials development in language teaching (2nd ed., pp. 236–266). Cambridge: Cambridge University Press.
[9]	Nunan, D. (1991). Language teaching methodology. Harlow: Longman.
[10]	Nur, C. (2003). English language teaching in Indonesia: Changing policies and practical constraints. In W. K. Ho & R. Y. L. Wong (Eds.), English language teaching in East Asia today: Changing policies and practices (pp. 163–172). Singapore: Eastern Universities Press.
[11]	Olson, D. R. (1989a). On the language and authority of textbooks. In S. De Castell, A. Luke, & C. Luke (Eds.), Language, authority and criticism: Readings on the school textbook (pp. 233–244). London: Falmer Press. (Reprinted from Journal of Communication, 30, 186–196).
[12]	Richards, J. C. (2001). Curriculum development in language teaching. Cambridge: Cambridge University Press.
[13]	Rubdy, R. (2003). Selection of materials. In B. Tomlinson (Ed.), Developing materials for language teaching (pp. 37–57). London: Continuum.
[14]	Tomlinson, B. (2012). State-of-the-art-article: Materials development for language learning and teaching. Language Teaching, 45, 143–179.
[15]	Tomlinson, B. (Ed.). (2013). Applied linguistics and materials development. London: Bloomsbury.
[16]	Yakhontova, T. (2001). Textbooks, contexts and learners. English for Specific Purposes, 20, 397–415.

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Fangjing Ning. (2023). Comparative Classroom-Based Study on Language Teaching Materials Use. English Language, Literature & Culture, 8(3), 35-38. https://doi.org/10.11648/j.ellc.20230803.11

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Fangjing Ning. Comparative Classroom-Based Study on Language Teaching Materials Use. Engl. Lang. Lit. Cult. 2023, 8(3), 35-38. doi: 10.11648/j.ellc.20230803.11

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Fangjing Ning. Comparative Classroom-Based Study on Language Teaching Materials Use. Engl Lang Lit Cult. 2023;8(3):35-38. doi: 10.11648/j.ellc.20230803.11

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@article{10.11648/j.ellc.20230803.11,
  author = {Fangjing Ning},
  title = {Comparative Classroom-Based Study on Language Teaching Materials Use},
  journal = {English Language, Literature & Culture},
  volume = {8},
  number = {3},
  pages = {35-38},
  doi = {10.11648/j.ellc.20230803.11},
  url = {https://doi.org/10.11648/j.ellc.20230803.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ellc.20230803.11},
  abstract = {This paper aims to explore the effective use of teaching materials from textbooks in the English learning classroom. Undoubtedly, language teaching materials play a significant role for success in language teaching. It’s the same in the Second Language Acquisition (SLA) leaning process. This paper discusses the way English language learning materials function in the three principal areas of classroom ecology: curriculum, classroom discourse, and language acquisition through a comparative classroom-based study of one-unit-learning in the two of the author’s English classes, both which have the similar English language level and capacity. Adaptation of materials is fundamentally acknowledged as important for meeting SLA learners’ needs. In the first classroom language teaching materials on the textbook were used only and fully. In the other classroom language teaching materials on the textbook were adapted by the teacher. Through analyzing the actual patterns of teacher adaptation and the effect on learners, observing learners’ engagement with them, comparing learners’ output and interviewing some students, the study shows that purposefully designed content choices of language teaching materials led to the affordance for more meaningful discourse, more active interaction and more fruitful outcome. The study identifies four main ways of using teaching materials from textbooks in the classroom, including selecting, reordering, revising and supplementing, which are testified workable and practical.},
 year = {2023}
}

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TY  - JOUR
T1  - Comparative Classroom-Based Study on Language Teaching Materials Use
AU  - Fangjing Ning
Y1  - 2023/07/03
PY  - 2023
N1  - https://doi.org/10.11648/j.ellc.20230803.11
DO  - 10.11648/j.ellc.20230803.11
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JF  - English Language, Literature & Culture
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PB  - Science Publishing Group
SN  - 2575-2413
UR  - https://doi.org/10.11648/j.ellc.20230803.11
AB  - This paper aims to explore the effective use of teaching materials from textbooks in the English learning classroom. Undoubtedly, language teaching materials play a significant role for success in language teaching. It’s the same in the Second Language Acquisition (SLA) leaning process. This paper discusses the way English language learning materials function in the three principal areas of classroom ecology: curriculum, classroom discourse, and language acquisition through a comparative classroom-based study of one-unit-learning in the two of the author’s English classes, both which have the similar English language level and capacity. Adaptation of materials is fundamentally acknowledged as important for meeting SLA learners’ needs. In the first classroom language teaching materials on the textbook were used only and fully. In the other classroom language teaching materials on the textbook were adapted by the teacher. Through analyzing the actual patterns of teacher adaptation and the effect on learners, observing learners’ engagement with them, comparing learners’ output and interviewing some students, the study shows that purposefully designed content choices of language teaching materials led to the affordance for more meaningful discourse, more active interaction and more fruitful outcome. The study identifies four main ways of using teaching materials from textbooks in the classroom, including selecting, reordering, revising and supplementing, which are testified workable and practical.
VL  - 8
IS  - 3
ER  -

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Author Information

Fangjing Ning

School of Foreign Studies, Central University of Finance and Economics, Beijing, China

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Plain Text BibTeX RIS

APA Style

Fangjing Ning. (2023). Comparative Classroom-Based Study on Language Teaching Materials Use. English Language, Literature & Culture, 8(3), 35-38. https://doi.org/10.11648/j.ellc.20230803.11

Copy | Download

ACS Style

Fangjing Ning. Comparative Classroom-Based Study on Language Teaching Materials Use. Engl. Lang. Lit. Cult. 2023, 8(3), 35-38. doi: 10.11648/j.ellc.20230803.11

Copy | Download

AMA Style

Fangjing Ning. Comparative Classroom-Based Study on Language Teaching Materials Use. Engl Lang Lit Cult. 2023;8(3):35-38. doi: 10.11648/j.ellc.20230803.11

Copy | Download

@article{10.11648/j.ellc.20230803.11,
  author = {Fangjing Ning},
  title = {Comparative Classroom-Based Study on Language Teaching Materials Use},
  journal = {English Language, Literature & Culture},
  volume = {8},
  number = {3},
  pages = {35-38},
  doi = {10.11648/j.ellc.20230803.11},
  url = {https://doi.org/10.11648/j.ellc.20230803.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ellc.20230803.11},
  abstract = {This paper aims to explore the effective use of teaching materials from textbooks in the English learning classroom. Undoubtedly, language teaching materials play a significant role for success in language teaching. It’s the same in the Second Language Acquisition (SLA) leaning process. This paper discusses the way English language learning materials function in the three principal areas of classroom ecology: curriculum, classroom discourse, and language acquisition through a comparative classroom-based study of one-unit-learning in the two of the author’s English classes, both which have the similar English language level and capacity. Adaptation of materials is fundamentally acknowledged as important for meeting SLA learners’ needs. In the first classroom language teaching materials on the textbook were used only and fully. In the other classroom language teaching materials on the textbook were adapted by the teacher. Through analyzing the actual patterns of teacher adaptation and the effect on learners, observing learners’ engagement with them, comparing learners’ output and interviewing some students, the study shows that purposefully designed content choices of language teaching materials led to the affordance for more meaningful discourse, more active interaction and more fruitful outcome. The study identifies four main ways of using teaching materials from textbooks in the classroom, including selecting, reordering, revising and supplementing, which are testified workable and practical.},
 year = {2023}
}

Copy | Download

TY  - JOUR
T1  - Comparative Classroom-Based Study on Language Teaching Materials Use
AU  - Fangjing Ning
Y1  - 2023/07/03
PY  - 2023
N1  - https://doi.org/10.11648/j.ellc.20230803.11
DO  - 10.11648/j.ellc.20230803.11
T2  - English Language, Literature & Culture
JF  - English Language, Literature & Culture
JO  - English Language, Literature & Culture
SP  - 35
EP  - 38
PB  - Science Publishing Group
SN  - 2575-2413
UR  - https://doi.org/10.11648/j.ellc.20230803.11
AB  - This paper aims to explore the effective use of teaching materials from textbooks in the English learning classroom. Undoubtedly, language teaching materials play a significant role for success in language teaching. It’s the same in the Second Language Acquisition (SLA) leaning process. This paper discusses the way English language learning materials function in the three principal areas of classroom ecology: curriculum, classroom discourse, and language acquisition through a comparative classroom-based study of one-unit-learning in the two of the author’s English classes, both which have the similar English language level and capacity. Adaptation of materials is fundamentally acknowledged as important for meeting SLA learners’ needs. In the first classroom language teaching materials on the textbook were used only and fully. In the other classroom language teaching materials on the textbook were adapted by the teacher. Through analyzing the actual patterns of teacher adaptation and the effect on learners, observing learners’ engagement with them, comparing learners’ output and interviewing some students, the study shows that purposefully designed content choices of language teaching materials led to the affordance for more meaningful discourse, more active interaction and more fruitful outcome. The study identifies four main ways of using teaching materials from textbooks in the classroom, including selecting, reordering, revising and supplementing, which are testified workable and practical.
VL  - 8
IS  - 3
ER  -

Copy | Download