ESP Materials Development Task: Report and Bibliography

September 4^th, 2012

esp

materials development

task

 Report and Bibliography

Argüello Pitt, Matías

Tisera, Melisa

REPORT

The field of study which our materials development task is based upon is Industrial Design for a reading comprehension course for students in fourth and fifth year of their course of studies, whose level of English is basic. Before searching for texts and designing the activities, we did some research on the field. First, we looked up a definition of “Industrial Design.” Among many that we found, a useful and thorough one was the following, from Encyclopaedia Britannica Online:

industrial design, the design of mass-produced consumer products. Industrial designers, often trained as architects or other visual arts professionals, are usually part of a larger creative team. Their primary responsibility is to help produce manufactured items that not only work well but please the eye and, therefore, have a competitive advantage over similar products. The work of an industrial designer often relates to or includes graphic design, such as advertising and packaging, corporate imagery and branding, and interior design (also called interior architecture or environmental design), the arrangement of man-made spaces.

Perceiving the broad focus of this field of study, we proceeded to investigate the course of study for any student majoring in Industrial Design. We consulted the websites of different higher education institutions such as Facultad de Arquitectura, Urbanismo y Diseño (Universidad Nacional de Córdoba), Facultad de Arquitectura, Diseño y Urbanismo (Universidad de Buenos Aires), and Colegio Universitario IES Siglo XXI.[1]  We also consulted some students in the study program of UNC and a few industrial designers. We observed that in fourth year students have to take the subject Legislación. This brought us back to the definitions and characteristics of Industrial Design because we had ran into an article about Industrial Design Rights, in which the World Intellectual Property Organization (WIPO) was named and given importance for the protection of industrial designs. Because this organization accounts for all types of industrial designs, we decided to further investigate it and after the research we concluded that WIPO was very useful and interesting for students.

Now let us refer to other steps in the text selection process. As for the approaches to ESP course design, we worked within the framework of a skills-centered approach. As Hutchinson and Waters (1987) state, the skills-centered course design has two objectives, a general one by which “students will be able to catalogue books written in English,” (69) and a specific one by which “students will be able to extract the gist of a text by skimming through it and to extract relevant information from the main parts of a book” (69). This approach helps students develop and enhance some skills that can be further used and exploited after the ESP course has ended. The text used as a basis of the tasks was designed according to John and Davies' 1983 Text As a Vehicle for Information  approach (henceforth "TAVI"), as characterized in Dudley Evans & St. Johns (1998). To select an appropriate text, we searched for one that would be of value in relation to students' needs and interests. "WIPO," "Intellectual Property," and "Industrial Design" indeed comply with this requirement, as the contents of the text are directly concerned with both the students' field of study and, more specifically, to one of their subjects (Legislación) in the last years of the program. The information presented in the texts is also of importance to the students as future professionals who already work in the field and have to deal with the legal aspects of their job such as Rights Protection.

The TAVI framework also suggests that the texts be authentic. Even though this is not the case (the texts are elaborated, as explained below), the texts were, nonetheless, extracted from an original source,[2] not created from scratch, and not simplified (in the sense used in Long [2007]). In addition, the focus – again in accordance with the TAVI principles – is on "information and what is known" rather than on "language and what is unknown" (Dudley Evans et al, 97). In consonance with this, the tasks designed center on applying techniques more than on language exercises.

More specifically, the criteria used for selecting texts according to TAVI are related to crucial features of both carrier and real content. As for the carrier content in our texts, it is novel and of interest and relevance to the students' study program and career and the concepts presented are neither too easy nor too difficult. Regarding the real content, on the other hand, the actual input to which students should be exposed (as stated by the objectives of the materials development task) involves the practice of the reading micro-skill "identification of main and secondary ideas," the presence of verbs in the Present Simple tense for their presentation and practice (only in terms of recognition, though), and two connectors as passive grammatical/vocabulary items to be acquired. We chose to focus on exemplification. The texts selected are significant and exploitable, in terms of the aforementioned aspects; in addition to being accessible. Overall, in conclusion, the texts chosen are in compliance with the TAVI principles of text selection.

On a different note, to select the texts motivation was taken into account, as well, since "In deciding what to do, an ESP teacher [must] balance needs and motivational factors" (Dudley Evans et al, 98). From our own experience, we find that motivation is very highly linked to engagement and achievement; hence its importance. One aspect that makes a text and its related tasks motivating is its relevance to the students' lives and, though they may appear contradictory, the text's novelty and familiarity: novelty, because it arouses curiosity and invites the reader to engage in it; familiarity, because it contributes to clearly establishing the relevance to students' lives and because it aids comprehensibility (which leads to a sense of satisfaction). The text selected is, we believe, quite relevant to (prospective) Industrial Designers, familiar to them (because it touches upon their area of study and profession) and at the same time "novel", since WIPO, for example, is something probably not that known by them at this stage.

            Finally, we should mention that we not only analyzed the material, but also evaluated it.[3] We believe the two processes are inextricably linked when dealing with materials development, and we carried both somewhat unconsciously. During the analysis stage, we learned that the texts included complex vocabulary, various structures, and cases of subordination, as well as detailed information as to specific aspects of the topics (WIPO, Intellectual Property, etc). When evaluating it – that is, when seeing whether the texts were suitable for our goals and prospective students – we decided that they were too difficult and had to be modified. We chose, then, to elaborate them.

The texts were elaborated from original texts retrieved from www.wipo.int. The authentic (or "genuine") versions of the texts would have been highly inappropriate for the students' level of English (beginners). Simplified versions would have been quite understandable for the students, but this kind of texts "result in stilted-basal-reader-type input (...) lacking in implicitness, open-endedness, and inter-textuality, among other features of natural discourse" (Long, 2007: 9). This type of text hinders the learning process, since it does not provide exposure to that which students will actually face in real life. For these reasons, we decided to design elaborated texts, which are midway between genuine and simplified ones.[4] With that view in mind, our texts incorporate redundancy (in the form of repetitions, paraphrase and synonyms), regularity (achieved through parallel structures and use of general word order Subject + Verb + Object / Adverbials / Complements), and explicit/transparent logical relations between the different parts of the text.

            For example, in the following sentences (which in the text are in sequence), regularity has been achieved through parallel structures and the use of general word order:

The World Intellectual Property Organization (WIPO) is a United Nations agency à Subject + Verb + Complement

 It concentrates on the use of intellectual property (...) to stimulate innovation and creativity. à Subject + Verb + Object Adverbial

 It promotes the protection of intellectual property through cooperation among states and in collaboration with other international organizations. à Subject + Verb + Object + Adverbial

Tasks

            The reading tasks included in our task sheet are designed for the purposes of, according to Grabe and Stoller (2002), “reading to search,” (13) which involves skimming the text for general understanding and guessing where the important information is in the text. Besides, the purpose of “reading to learn” (13) was also taken into consideration as students are supposed to identify and remember main and secondary ideas in the texts and to recognise the “rhetorical frames” (13) in which information is organized in the texts. Moreover, students are required to establish links between the text and their prior knowledge of the subject. Regarding the models of reading proposed by Grabe and Stoller, our texts are suitable for the interactive model, which involves bottom-up and top-down models so that students can “take useful ideas from a bottom-up perspective and combine them with key ideas from a top-down view” (33). In this way, word recognition and background knowledge converge so as to understand the texts.

     

We decided to include in our task sheet pre-, during-/while- and post-reading tasks, as advocated by Grabe and Stoller. Our pre-reading task consists in predicting the possible content on the text by reacting to three symbols and drawing on the students’ background knowledge of the world. The end of this is to both facilitate comprehension of the text (by setting the readers' mind within a particular realm of knowledge) and to arouse interest.

            While-reading tasks aim at making students aware of how to recognize main from secondary ideas, what they should understand when they read verbs in the Simple Present tense, and recognition of connectors for exemplification. The instructions of the tasks aim at students' purposeful and strategic reading (Cf. Grabe and Stoller, 191). As for the closing task, we took into account the TAVI approach (Hutchinson and Waters, 1987) once more, and we designed the questions in a way that students can use the information in the texts for “transfer, application or extension” (97). In our case, by answering the questions students can reflect upon the importance and usefulness of the World Intellectual Property Organization (WIPO).

            As for instructions, we decided to use a more personal voice (the more informal second person in Spanish) after reading Tomlinson's chapter on Materials Evaluation, in which he establishes that "Materials which address the learner in an informal, personal voice are more likely to facilitate learning than those which use a distant, formal voice" (Beck et al and Tomlinson in Tomlinson, 19). The choice for the plural over the singular finds justification in the fact that students of this study program are used to working together and sharing the same desks. A last factor in the choice of the personal subject, was, simply, that the average student in the last years of the program is about 23 years old, and therefore will not consider the way the instructions address them to be a lack of respect (as could happen with adults over 35 or who in more professional environments).

Appendix

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Excerpt from the Curriculum in UNC.

►Asignaturas del Cuarto Nivel
Diseño Industrial III / Legislación / Tecnología III / Teoría / Electiva.

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Excerpt from the Curriculum in UBA.

nivel 4 / materias cuatrimestrales		promoción		cursado		hs. / sem		carga hs.
DI4. Diseño Industrial IV		D		C: 1 cuat.		8		120
DI5. Diseño Industrial V		D		C: 2 cuat.		8		120
L. Legislación y Práctica Profesional		E		C: 1 y 2 cuat.		4		60
MET. Metodología		D		C: 1 y 2 cuat.		4		60
SAD. Sociología aplicada al Diseño		E		C: 1 y 2 cuat.		4		60
Optativa II								8 créditos

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Excerpt from the Curriculum in Universidad Empresarial Siglo XXI.

4to. AÑO

Séptimo Semestre

DISEÑO ASISTIDO POR COMPUTADORA V

DISEÑO INDUSTRIAL V

EMPRENDIMIENTOS UNIVERSITARIOS

PRÁCTICA PROFESIONAL DE DISEÑO INDUSTRIAL

TECNOLOGÍA Y SUS APLICACIONES IV

Octavo Semestre

GESTION EMPRESARIAL

GESTIÓN AMBIENTAL

LEGISLACIÓN

SEMINARIO FINAL DE DISEÑO INDUSTRIAL

TECNOLOGÍA Y SUS APLICACIONES V

Bibliography

DUDLEY-EVANS, T. And M. J. St John. "The Role of Materials" In Developments in English for Specific Purposes. UK: Cambridge University Press, 1998.

GRABE, W. and STOLLER, F. “Chapter 1. The Nature of Reading Abilities”. In Teaching and Researching Reading. UK: Pearson Education, 2002.

HUTCHINSON, T. and WATERS, A. “Chapter 7. Approaches to Course Design” In English for Specific Purposes. UK: Cambridge University Press, 1987.

TOMLINSON, Brian. "Chapter 1. Materials Evaluation." In Developing Materials for Language Teaching. Great Britain: Cromwell Press, 2003.

Online Resources:

Encyclopaedia Britannica. "Industrial Design". Retrieved August 1^st, 2012. http://www.britannica.com/EBchecked/topic/286993/industrial-design

Website of  FADU – UBA. Retrieved August 4th, 2012. http://www.fadu.uba.ar/academica/mat_di_index.html?

Website of FAUDI – UNC. Retrieved August 4th, 2012. http://www.faudi.unc.edu.ar/diseno-industrial/plan-de-estudios

Website of Universidad Siglo XXI. Retrieved August 4^th, 2012. http://www.21.edu.ar/carreras/licenciatura-en-diseno-industrial/plan-estudio.html

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[1] See Appendix.

[2] To achieve a sense of the authenticity of the texts we framed them within copies of sections of the website.

[3] The difference between "analysis" and "evaluation" is explained in Tomlinson (2003: 16). The former refers to what the materials are like: what type of structures, vocabulary, genres, text types, formats, etc, present; the latter focuses on how or whether the materials are suitable for the students according to the objectives established.

[4] In addition, we believe that elaborated texts are "challenging yet achievable", which, according to Dudley-Evan & St John (1998) is necessary "to stimulate and motivate" (172).

TEYL Observation 2

April 27^th, 2012

Information on the observed class:

Courses: Children 2

Teacher: Nadia Barboni

School: Our English World

Number of students: 10

Ages: Between 7 and 8

The class was a short one; it only lasted one hour and it unfolded in the following way. First, the teacher said "Hello" and asked the students how they were, initially in general and then by calling specific students. Right away, the teacher started correcting homework (practice with the verb "to be" in the affirmative form): She called on different students to read one sentence each. The student read their sentence aloud, the teacher repeated it for all students to hear clearly, and then she moved on to the next sentence. When the student had not gotten the sentence right, the teacher asked questions (in Spanish) for them to see the mistake: ¿Por qué decimos "My father is..." pero decimos "My sisters are..."?. (Homework was related to "family members" - which included pets, apparently- and "weather")

After homework-checking was finished, the "secretary," a student who would help the teacher in that class, was assigned, and the class went on with further recycling of the weather. The students had to describe what the day was like, and the teacher helped them revise the vocabulary by asking questions such as Good, today is cloudy... And is it hot?. In particular, this exemplary question led to the students remembering the adjective "cold."

Next, there was a revision of "parts of the house." Using pictures in the students' book, the teacher asked the students questions such as En la primera cerradura, ¿qué habitación estamos espiando?  or ¿Y qué hay en la habitación 1? (The students mentioned objects such as "door", "table", "chair," and a few others).

After this activity, followed tasks for practicing the "voiced-TH" sound, using the workbook; and from there, the students had to work on the words "They," "this," and "there:" they had to write down sentences using them. This activity and correction took at the rest of the class; except for the last ten minutes in which the students played "Hangman" (a vocabulary revision activity disguised as a game).

Both the students and the teacher used Spanish almost all the time. As regards the pupils, specifically, they were very distracted the whole of the class, especially the boys; and they could not help but interrupt the teacher to speak about their lives: ¡El miércoles es mi cumpleaños!, ¿Quién es el secretario la próxima clase?, Hoy tuvimos una prueba, [Name] siempre termina primero.

Reflection:

To begin with, I was reminded of something that I knew but had forgotten: that girls seem to be more responsible than boys. When the teacher started correcting homework, it turned out that none of the boys had done it, but the girls had. This realization serves as an invitation to pay attention, from now on, to the different ways in which boys and girls are likely to behave in terms of their learning process, behaviour, types of activities they like, etc.

A further realization (or confirmation of previous knowledge, at least) was how amazingly kinaesthetic young children are. The students, who were either 7 or 8 years old, could not help but keep moving all the time. They were constantly (the boys in particular) readjusting their position on the desks, taking another student's pencil or eraser, drawing, moving their feet or passing an object from one hand to the other. In addition, their attention spans really are short. They kept attentive to the tasks but only because the teacher was fast in switching from one activity to the other; if the activity took more than 10 or 15 minutes, the kids would start talking about school, or asking the teacher irrelevant questions.

Another aspect that stuck out was each child's need (except for a very shy girl) to be acknowledged by the teacher. They all seemed to seek her approbation both while on-task and when they were simply doing something else, like playing.

I also noticed, after comparing this class with the previous one I observed, that whether the students speak English or Spanish depends to a great extent on what language the teacher uses. In the previous class, the students only spoke Spanish when asking How do you say [Spanish word]?, and I believe this had everything to do with the fact that the teachers at the institute spoke English 95 % of the time – even during the break. In this class, however, in which the teacher used Spanish as the medium of instruction for teaching English, the students found it natural to simply speak in their mother tongue.

The need children have of being repeated and of repeating sentences also became salient. Before the children could actually keep a particular structure, they needed to repeat the sentences quite a few times.

Last but not least, I realized (again after comparing the two classes) that different age groups really do behave differently, and this reasoning made me think about Piaget's stages of cognitive development. Even though I could not identify particular "features" of each stage in the group, I believe that the way children of different ages behave is evidence that there is some truth to the theory.

Initial Reflection

April 10^th, 2012

Writing this kind of reflection is never easy for me, but I will try and do my best.

As for the first item, I must say my personal goals are related more specifically to learning about ESP. I have always heard about it, but never been a student in an ESP class, let alone a teacher. I get the impression that ESP teaching is an interesting job, with career prospects and job opportunities, and that, once I have had the proper training and gained enough experience, it would suit me very well. What is more, it seems likely that people who take up ESP lessons are old and personally motivated enough to make an effort to learn English, or at least more so than kids and teenagers for whom studying the language is not a personal choice.

On the other hand, material design is not something I am very fond of and not something I find easy to do, in all honesty. So another personal challenge (and goal) I take up is to learn how to go about it in the hope that it will become easier for me and, in being easier, it will also be something I enjoy more than I do at present.

Regarding TEYL, I am interested in acquiring and learning some strategies to teach children in a way that is appealing to them. Even though I have taught English to many kids, I still do not quite get the grasp of how to make them enjoy the process of learning, and that is something I need to become familiar and comfortable with.

Moving on to my perceived strengths as a teacher, there are a few. First, I am patient with students, and even when I am frustrated, angry, or disappointed at them, I never let up or give up on them, and keep trying to help them develop English skills and to grow as person. Second, I constantly try to improve as a teacher and as a person myself, and I try, too, not to be to complacent with my abilities as a teacher. I am always trying to learn from other teachers and my students, and I try to be humble enough to acknowledge my flaws and mistakes. Finally, I also make an effort to become involved (in a healthy way) with my students' lives, so that I can not only teach them, but also create bonds with them in a way that will help them grow from every aspect.

Weaknesses, I have many, as well. To begin with, I found that I sometimes seem to harsh to my students because I do not control the tone of my voice. I have been told a few times that, unknowingly to me, my voice seems to be a bit authoritarian and tough, when it is completely unnecessary. Not knowing how to include creative ideas in my teaching is also a difficulty I have. Very often I come up with ideas that I think would be nice to incorporate in the classroom, but then I never seem to find the time to give them a proper shape and make them fit in my teaching, and instead, I get stuck with doing the same thing every class. Finally - and I think this is my major weakness as a teacher – it very usually happens to me that if students are not being enthusiastic and are tired and unwilling to work, their emotions become contagious and it is almost impossible for to try to be active or enthusiastic myself!

To work on that problem, this year I will attempt to remind myself of this difficulty at the beginning of each class and learn how to deal with students' moods in a way that, without creating an unwanted response (such as them getting angry at me for being "phonyly" perky or chipper), I can manage to keep my good spirits and hopefully "infect" them with "good vibes." I think I could also make sure that I devote some time to preparing special activities for those days in which students are not at full speed, so that I am ready to deal with the situation in a way that is productive for both me and the students.

Materials Development for the ESP context: Post-presentation and feedback reflection

Materials Development for the ESP context: Post-presentation and feedback reflection

With respect to team-planning, I will once again say I liked working with Melisa. We make a good team in the sense that we both do as much as we both can “independently” of the other, given the responsibilities and duties we each have. What I mean is that we both took the liberty to move forward with the tasks by ourselves in a particular week, for example, and not do so and let the other work in another week and then, when we could, we got together and discussed what we had done so far. In this way, instead of waiting for that moment when our schedules finally allowed us to meet and thus waste time by not doing anything until we could get together, each of us simply built on the other person’s work and then we both commented on and made decisions about our work.

As regards the presentation itself, I believe the feedback is almost the same I might have given myself. I agree that some of the slides contained too much information, for example. 

Once again, I, too, noticed that during my presentation I got somewhat muddled when I talked about elaboration and I had to move forwards and backwards in the PowerPoint presentation. In our report, elaboration is dealt with after considering many other aspects of text selection, and the slides were designed according to the presentation. When I was rehearsing the oral delivery, nonetheless, I decided to move the explanation on elaboration forward but did not even think about the order in which the slides were organized (in my mind, the presentation – even when I had seen it many times – was just fine and coincided with the order in which I wanted to present things). I guess I simply assumed that I remembered how the slides where laid out, instead of rehearsing my oral presentations together with the slides. This is something I now realize I should not take for granted next time.

I realized, as well, that our presentation seemed to drag on for ages, probably because we focused too much on presenting the details of the theoretical background. After seeing the first presentations (by other classmates), I remember thinking that a good idea was to make the rationale for the tasks interact with the reading comprehension tasks in themselves; i.e., to go back and forth between one and the other so that the theory could be appreciated in the actual tasks we designed. Nonetheless, I think we did not achieve this. My feeling, during and after Melisa’s and my presentation, was that we took eighty per cent of the time to speak about theory and then, in just a few minutes, we showed the tasks. I believe this is what made our presentation somewhat long and maybe a bit boring.

In response to another of the evaluator’s comments, I should say that I had not become aware that my use of discourse markers was ineffective. I think I unconsciously go to a more practical way of introducing things, rather than trying to focus on following a specific structure and signalling each stage every time. I think this is my way of dealing with topics in general, because I believe the new generations (the ones I will have to teach) work in this way – I actually once heard a remarkable anthropologist and sociologist, Josefina Dartelongue, saying this. Maybe these are the reasons why I forget to pay attention to the use of discourse markers, but I will keep the comments in mind for the future.

Finally, I had not thought about the fact that it might be better to exclude the conclusion from the outline. I think we just simply assumed that, because we were advised to outline our presentation – and because the concluding remarks were part of the presentation –, we had to name this last section in our outline.

On a different note, I am glad you liked our “ludic” idea of giving the presentation a congress-like atmosphere. We are actually happy that we are allowed to take those sorts of liberties in the teaching-training program, because it is the kind of thing that lets us “have fun” with academic work and brings joy to the rest of the class as well.