Que:- Take a text-book from 1980’s, compare it with a text-book published after 2000 at the same level, (For ex: - If you have chosen of std-8 text from 1980’s, you had to compare it with a std-8 text-book published after 2000). You do not need to compare the whole text-book but parts that you think are interesting. Give reasons why you choose this parts.
Introduction:-
The term “text-book” has a broad meaning. It plays a vital role for the teacher as well as for the learner. It is the main source of learning. Different people have different ideas about the text. But for me, it is a medium which is used as a standard work for the study of a subject. The main function of the text-book is to develop reading skill, writing skill and speaking also. It equips the learners with the actual learning.
Text-book is an illustration of syllabus. I am not sure but I can say that, in 1950 first text-book was formulated in Madras by Jean Forrester, which was based on structural approach and in 1970’s the first text-book based on functional approach was formulated in West Bengal. My main aim in this paper is to make comparative study of the text-book published before 1980’s and after 2000. For this purpose, I have chosen a text-book of std-8 published before1980 and after 2000. The old textbook is meant for the learners of lower level, it includes both the learners, while new text-book is meant for the learners who learn English as a second language.
As we discussed above, both the text-book have certain aspects which are needed to be compare. For this purpose, I have selected some parts which I think to be most important.
1.2 Point Of Comparison
1.2.1 Objectives
1.2.2 Content
1.2.3 Exercise
1.2.4 Methodology
Saturday, December 2, 2006
Objectives
1.2.1 Objectives:-
Objective is something, which defined the aim or goal of the course. As far as both the text-book are concerned, there is a difference in the objectives.
The main objectives of the old text-book are:
1. To enable the students get mastery over grammar/ structure
2. To make them able to develop their reading and writing skills
3. To enable the learners to use language material in natural situations whenever possible.
While the main objectives of the new text-book are:
1. To enable the learners to develop their oral / writing skills.
2. To enable the learners to use English for their day to-day life.
3. To teach English as a second language and to develop language skills.
Objective is something, which defined the aim or goal of the course. As far as both the text-book are concerned, there is a difference in the objectives.
The main objectives of the old text-book are:
1. To enable the students get mastery over grammar/ structure
2. To make them able to develop their reading and writing skills
3. To enable the learners to use language material in natural situations whenever possible.
While the main objectives of the new text-book are:
1. To enable the learners to develop their oral / writing skills.
2. To enable the learners to use English for their day to-day life.
3. To teach English as a second language and to develop language skills.
Content
1.2.2 Content:-
The content is different in both the text-book. In the old text-book the content is divided into three sections.
1. Picture reading, Dialogues and Reading.
--> This section contains 53 lessons
2. Supplementary Reading
--> This section contains 10 lessons.
3. Oral work
--> This section contains 7 lessons and 3 rhymes.
The first section of the text-book is helpful for the learners to practice their reading skills. They are able to comprehend the meaning through the pictures. Most of the lessons have pictures in it so it is easy for the learner to understand difficult words. There are some lessons, which are very interesting and enjoyed by the learners. This lesson contains beautiful pictures and some deals with environment, city life, village life etc.
1. Lesson 24 :- A Picnic.
2. Lesson 25:- Our Family.
3. Lesson 29:- Feel It And Say.
4. Lesson 33:- A Garden.
5. Lesson 39:- Ramajibhai, The Farmer.
6. Lesson 46:- What’s The Time, Please?
7. Lesson 53:- A Journey By Bus.
Dialogue lessons are also useful for the learners. They are able to get the idea of the dialogue. Generally, the learners of the Std 8 do not have the idea of the dialogue. The dialogues which are given in this lesson are small and easy. e.g.- the dialogue in the lesson :-23 – Ashok’s Father Has A Scooter.
Teacher: Ashok, has your father a bicycle?
Ashok: No, he hasn’t.
Teacher: Has he a scooter?
Ashok: Yes,he has.
The second section holds the learner to do self learning. Here the lessons are meant to increase their vocabulary. Lessons in these sections are meant to reinforce the items included in the syllabus. It is hoped that this section of the text-book will encourage the pupils to enjoy reading simple stories in English and lay foundation for silent reading skills. This section also includes some lessons based on themes like Weather, Hospital, and Bravery etc.
The last sections are meant to improve the English of the learners. In this oral section nursery rhymes have been included to enable the pupils to enjoy the sounds and rhythm of the English language. It is hoped that they will enjoy learning by heart. This section includes some lessons which are helpful to the learner in day to day life. The lessons are about question and answers, greeting and formulas. So, all the lessons are based on grammatical items. In the content itself lessons name are not given but teaching items are presented.
While in the new there are also three sections but they are different form old one.
1. Detailed Study:-
--> There are fifteen lessons for the detailed study.
2. Supplementary Reading.
--> There are four lessons.
3. Poetry.
--> There are seven poems.
There are total 15 lessons for details study. In these sections, there are fewer burdens for information and words. The first two lessons are for revision, so there is not any new language function in these lessons. In the rest of the lessons, there are one or more than one language functions. The lessons are very informative and practical. Lessons like,
Unit 1:- A Quiz
Unit 4:- Bamboo—A Wonderful Plant
Unit 8:- Hard Of Hearing
Unit 12:- Making a Parachute
Unit 13:- Solar Energy
The variety of themes enables the learners to be familiar with the environment in which they live and be familiar with life and human activities. Here lessons are based on themes of environment, professions, science, technology, friendship, human relations and inspirational personalities etc.
The structure of the units includes a pre-task to help set the mood and initiate the learners to the theme or topic under study. The main activity is useful as it provides scope for students to work in pair and explored in depth. At the end of the lesson, there are number of exercises and activities that make unit more meaningful.
The content is different in both the text-book. In the old text-book the content is divided into three sections.
1. Picture reading, Dialogues and Reading.
--> This section contains 53 lessons
2. Supplementary Reading
--> This section contains 10 lessons.
3. Oral work
--> This section contains 7 lessons and 3 rhymes.
The first section of the text-book is helpful for the learners to practice their reading skills. They are able to comprehend the meaning through the pictures. Most of the lessons have pictures in it so it is easy for the learner to understand difficult words. There are some lessons, which are very interesting and enjoyed by the learners. This lesson contains beautiful pictures and some deals with environment, city life, village life etc.
1. Lesson 24 :- A Picnic.
2. Lesson 25:- Our Family.
3. Lesson 29:- Feel It And Say.
4. Lesson 33:- A Garden.
5. Lesson 39:- Ramajibhai, The Farmer.
6. Lesson 46:- What’s The Time, Please?
7. Lesson 53:- A Journey By Bus.
Dialogue lessons are also useful for the learners. They are able to get the idea of the dialogue. Generally, the learners of the Std 8 do not have the idea of the dialogue. The dialogues which are given in this lesson are small and easy. e.g.- the dialogue in the lesson :-23 – Ashok’s Father Has A Scooter.
Teacher: Ashok, has your father a bicycle?
Ashok: No, he hasn’t.
Teacher: Has he a scooter?
Ashok: Yes,he has.
The second section holds the learner to do self learning. Here the lessons are meant to increase their vocabulary. Lessons in these sections are meant to reinforce the items included in the syllabus. It is hoped that this section of the text-book will encourage the pupils to enjoy reading simple stories in English and lay foundation for silent reading skills. This section also includes some lessons based on themes like Weather, Hospital, and Bravery etc.
The last sections are meant to improve the English of the learners. In this oral section nursery rhymes have been included to enable the pupils to enjoy the sounds and rhythm of the English language. It is hoped that they will enjoy learning by heart. This section includes some lessons which are helpful to the learner in day to day life. The lessons are about question and answers, greeting and formulas. So, all the lessons are based on grammatical items. In the content itself lessons name are not given but teaching items are presented.
While in the new there are also three sections but they are different form old one.
1. Detailed Study:-
--> There are fifteen lessons for the detailed study.
2. Supplementary Reading.
--> There are four lessons.
3. Poetry.
--> There are seven poems.
There are total 15 lessons for details study. In these sections, there are fewer burdens for information and words. The first two lessons are for revision, so there is not any new language function in these lessons. In the rest of the lessons, there are one or more than one language functions. The lessons are very informative and practical. Lessons like,
Unit 1:- A Quiz
Unit 4:- Bamboo—A Wonderful Plant
Unit 8:- Hard Of Hearing
Unit 12:- Making a Parachute
Unit 13:- Solar Energy
The variety of themes enables the learners to be familiar with the environment in which they live and be familiar with life and human activities. Here lessons are based on themes of environment, professions, science, technology, friendship, human relations and inspirational personalities etc.
The structure of the units includes a pre-task to help set the mood and initiate the learners to the theme or topic under study. The main activity is useful as it provides scope for students to work in pair and explored in depth. At the end of the lesson, there are number of exercises and activities that make unit more meaningful.
Exercise
1.2.3 Exercise:-
As we discuss about the exercise, both the text-book are somewhat different in terms of its exercises.
In the old text-book, there is no exercise in the lesson. Exercises are given in the form of revision. Along with exercise, instructions are also given about how to use? As we know that, the old text-book totally based on structural approach, so all the exercises are given in context to the grammar. Under the heading of grammar, almost all the categories of grammar prescribed in the syllabus. There are six revisions in the text-book. Each revision is divided accordance to the lessons. Each revision includes different grammar exercise. Like,
Pronouns, to be form, Articles, Plural form, Interrogatives, Translation into English, ‘WH’ –questions, Imperative Constructions: instruction and request, Adjectives construction, Adverb of place: prepositional phrase, Simple past, Connective (and, but) and Telling the time.
So we can say that these all are traditional types of exercise. Teachers are wanted the students to get mastery over the grammar. They give more importance to accuracy. Because of these exercise student can’t learn anything new.
On the other hand the new text-book is totally different from the old text-book in terms of the exercise. Unlike the old text-book, the new text-book has exercises in the lesson itself. Each lesson has six types of exercise. So there is no revision in the new text-book. As we know that the new text-book is based on communicative/ functional approach, so there are varieties of exercises. Here the more focus is given on the language skills i.e.: L S R W and communicative activities rather than grammar. These exercises are like this:-
1. Pronunciation
2. vocabulary
3. Comprehension
4. Grammar
5. Activity
6. Writing
The learners are supposed to do this exercise as per instructions
• There are four supplementary reading lessons. Here the purpose is to develop the repertoire of learners and develop the ability for comprehension.
• Seven poems are improving the pronunciation of the learners.
• At the end of the text-book, one question paper is given. It is not the model question paper but it provides the examples as how to evaluate language awareness of learners who have studied through functional approach.
So these types of exercise are enabling the learners to get mastery over English. Here the teacher wanted the learner to use English with appropriateness, clarity and fluency.
As we discuss about the exercise, both the text-book are somewhat different in terms of its exercises.
In the old text-book, there is no exercise in the lesson. Exercises are given in the form of revision. Along with exercise, instructions are also given about how to use? As we know that, the old text-book totally based on structural approach, so all the exercises are given in context to the grammar. Under the heading of grammar, almost all the categories of grammar prescribed in the syllabus. There are six revisions in the text-book. Each revision is divided accordance to the lessons. Each revision includes different grammar exercise. Like,
Pronouns, to be form, Articles, Plural form, Interrogatives, Translation into English, ‘WH’ –questions, Imperative Constructions: instruction and request, Adjectives construction, Adverb of place: prepositional phrase, Simple past, Connective (and, but) and Telling the time.
So we can say that these all are traditional types of exercise. Teachers are wanted the students to get mastery over the grammar. They give more importance to accuracy. Because of these exercise student can’t learn anything new.
On the other hand the new text-book is totally different from the old text-book in terms of the exercise. Unlike the old text-book, the new text-book has exercises in the lesson itself. Each lesson has six types of exercise. So there is no revision in the new text-book. As we know that the new text-book is based on communicative/ functional approach, so there are varieties of exercises. Here the more focus is given on the language skills i.e.: L S R W and communicative activities rather than grammar. These exercises are like this:-
1. Pronunciation
2. vocabulary
3. Comprehension
4. Grammar
5. Activity
6. Writing
The learners are supposed to do this exercise as per instructions
• There are four supplementary reading lessons. Here the purpose is to develop the repertoire of learners and develop the ability for comprehension.
• Seven poems are improving the pronunciation of the learners.
• At the end of the text-book, one question paper is given. It is not the model question paper but it provides the examples as how to evaluate language awareness of learners who have studied through functional approach.
So these types of exercise are enabling the learners to get mastery over English. Here the teacher wanted the learner to use English with appropriateness, clarity and fluency.
Methodology
1.2.4 Methodology:-
Both the text-book is based on different approaches. Old text-book is based on structural approach, while the new text-book is based on functional approach. Let’s discuss both the approaches one by one.
* Structural approach: -
Structural approach is also called traditional approach. The user of structural approach regarded language learning as habit formation. Language is a set of habits. It was held that the patterns of language needed to be, “over-learned” by students so that they would be produced correctly as a master of unconscious habit. Some time it was thought that the structure of the native language and the target language caused conflict because the pattern of the target language would fight against established patterns of the native language.
There are certain points which are important.
--> Grammar was taught in a discrete point of teaching
--> Dictation type of teaching
--> Memorization is given more important
--> Error are not tolerated
--> Language items taught bit by bit
--> Accuracy is more important
--> L S R W should taught in this order
Both the text-book is based on different approaches. Old text-book is based on structural approach, while the new text-book is based on functional approach. Let’s discuss both the approaches one by one.
* Structural approach: -
Structural approach is also called traditional approach. The user of structural approach regarded language learning as habit formation. Language is a set of habits. It was held that the patterns of language needed to be, “over-learned” by students so that they would be produced correctly as a master of unconscious habit. Some time it was thought that the structure of the native language and the target language caused conflict because the pattern of the target language would fight against established patterns of the native language.
There are certain points which are important.
--> Grammar was taught in a discrete point of teaching
--> Dictation type of teaching
--> Memorization is given more important
--> Error are not tolerated
--> Language items taught bit by bit
--> Accuracy is more important
--> L S R W should taught in this order
Functional approach: -
* Functional approach: -
A structural approach classifies language in term of structures, while the functional approach classifies language in term of functions. This means that a functional approach breaks up language in terms of what people want to do with the language and what meanings they want to convey. People use language for various purposes like to greet, to invite, to respond, to invitation etc. they also use language to convey meanings such as time or space relationship i.e.:- to talk about the past, present or future. Those who learn these functions and notions should be able to use language as a skill to express what they want. Functional approach put emphasis on communicative competence. Communicative competence covered both linguistic and socio-linguistic. The assumption here is language is leant by using it. The focus is on use rather than usage.
In structural syllabus, the students are expected to learn the form of a language item, but they are not expected to know when to use, how to use, and for what purpose to use. Whereas in a functional syllabus the student focus on the content where they have to use language for a particular purpose and they learn to use different tenses and different sentence patterns which serve that particular purpose. So the focus of learning is shifted from the form of the language to the function it performs.
So there are many approaches and methods which are aimed at fostering L2 leaning process. Various approaches like the structural, the functional, the communicative and the task based approach are used in language teaching in many parts of the world, but Gujarat continued to follow the structural approach for over for decades, and now it has changed to functional syllabus.
A structural approach classifies language in term of structures, while the functional approach classifies language in term of functions. This means that a functional approach breaks up language in terms of what people want to do with the language and what meanings they want to convey. People use language for various purposes like to greet, to invite, to respond, to invitation etc. they also use language to convey meanings such as time or space relationship i.e.:- to talk about the past, present or future. Those who learn these functions and notions should be able to use language as a skill to express what they want. Functional approach put emphasis on communicative competence. Communicative competence covered both linguistic and socio-linguistic. The assumption here is language is leant by using it. The focus is on use rather than usage.
In structural syllabus, the students are expected to learn the form of a language item, but they are not expected to know when to use, how to use, and for what purpose to use. Whereas in a functional syllabus the student focus on the content where they have to use language for a particular purpose and they learn to use different tenses and different sentence patterns which serve that particular purpose. So the focus of learning is shifted from the form of the language to the function it performs.
So there are many approaches and methods which are aimed at fostering L2 leaning process. Various approaches like the structural, the functional, the communicative and the task based approach are used in language teaching in many parts of the world, but Gujarat continued to follow the structural approach for over for decades, and now it has changed to functional syllabus.
Reason to select this portion:
* Reason to select this portion:
In my view the whole text-book are designed to keep these points in mind.
--> The more and the foremost important part is the objectives. It suggests the over all view of the teaching items. It suggest desired goal of the text-book.
--> Content is also the most important part of the text-book. It gives the idea of the form and style. It also give the idea of the chapter which is going to be taught to the student. Through the content, one can judge the value of the text-book.
--> Methodology also equally important. It gives the ideas of the method, on which approach the text-book is based. It gives the idea of which area are keep in mind during teaching.
--> Exercises are important to measure the student ability and also the content of the real lesson. It is very important to analyses the present state of mind of the student.
* Conclusion:-
It can finally be said that the comparative study is an interesting and informative process. It gives idea of the overall education system prevailed in past and in the present. This paper has examined different parts of both the text-books and the process through which it works in both the text-books. Thus I can say that this study has given me ideas on the text-book, its values and its functions.
I would like to say some thing about teacher and learner: - Factors like administration can not function without human elements within them i.e.:- learners and teachers deserve independent status of the disciplines informing the language learning process. It is in this sense that all models / theories of language teaching/ learning differs significantly form the way language learning is represent in this paper.
Reference:-
1. Finocchaiaro, Mary and Brumfit Christopher. 1987. The Functional –Notional Approach: From Theory to Practice. Oxford: University Press.
In my view the whole text-book are designed to keep these points in mind.
--> The more and the foremost important part is the objectives. It suggests the over all view of the teaching items. It suggest desired goal of the text-book.
--> Content is also the most important part of the text-book. It gives the idea of the form and style. It also give the idea of the chapter which is going to be taught to the student. Through the content, one can judge the value of the text-book.
--> Methodology also equally important. It gives the ideas of the method, on which approach the text-book is based. It gives the idea of which area are keep in mind during teaching.
--> Exercises are important to measure the student ability and also the content of the real lesson. It is very important to analyses the present state of mind of the student.
* Conclusion:-
It can finally be said that the comparative study is an interesting and informative process. It gives idea of the overall education system prevailed in past and in the present. This paper has examined different parts of both the text-books and the process through which it works in both the text-books. Thus I can say that this study has given me ideas on the text-book, its values and its functions.
I would like to say some thing about teacher and learner: - Factors like administration can not function without human elements within them i.e.:- learners and teachers deserve independent status of the disciplines informing the language learning process. It is in this sense that all models / theories of language teaching/ learning differs significantly form the way language learning is represent in this paper.
Reference:-
1. Finocchaiaro, Mary and Brumfit Christopher. 1987. The Functional –Notional Approach: From Theory to Practice. Oxford: University Press.
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