LEARNING ENGLISH LANGUAGE

Professional Aspects of Learning Resources in TESOL, Informed by Both Current Perspectives in the Literature, and the Development Needs of Students in a Specific Curricular Context

1.0 Introduction2

2.0 Rationale3

3.0 Analysis3

3.01 The Target Situation of Use3

3.2 Material Analysis7

4.0 Evaluation8

5.0 Discussion10

6.0 Conclusions15

References17

Professional Aspects of Learning Resources in TESOL, Informed by Both Current Perspectives in the Literature, and the Development Needs of Students in a Specific Curricular Context

Introduction

In China, there is an observable fact among the English subject in primary schools that their aptitude of verbal communication lacks far behind their fundamental knowledge. To be precise, they are deficient in the application of practical English. Thus, the aim of this research paper is to discuss the effectiveness or usefulness of my teaching context in China as per my perspective and means of making it more resourceful and well-organized. The structure of this research paper is in this way: the very first section gives a general idea of my context discussing and characterizing my learners and their knowledge of English language, the position of English language and subject in the curriculum, the course related books and textbooks that I employ to make my students learn this compulsory subject and last but not the least the approach I use to teach it. Later, I will examine that if the reading lesson has accomplished its goals, then I will concentrate on the issues that have come across while reading teaching for instance: students did not respond to the questions of comprehension questions rightly, they did not convey what they read to their speaking and writing exercises, at times it took them very long to answer questions or at times misunderstood a few parts of the passage. Then I will analyze the book “Cambridge English Worldwide” by Andrew Little John and Diana Hicks which is relevant to my research on teaching English language to foreigners. And finally, derived from the literature review, in the last section, I will provide a few possible solutions that can be carried out in order to make my teaching of reading far more successful.

Rationale

In China, studying English in schools is compulsory and its position is depicted in the national curriculum which offers aspects regarding “reference objectives, attainment targets, learning activities, curricula and syllabi performance standards” (Alatis 1987, p.11). In compliance with this curriculum, the Humanities or Science subject areas have an impact on the position of English as a Foreign or Second Language, the material of the course, number of classes per week and what sort of English final examination all learners have to sit in order to collect a linguistic competences certificate in line with the CEF level (Choi, 2007). It is obligatory for the learners to pass writing, speaking, listening test in English. The written test is comprised of two reading texts of approximately three hundred to five hundred words each with comprehension questions, two writing tasks and one multiple choice section.

3.0 Analysis

3.01 The Target Situation of Use

In my teaching context, my school is located in China, in Zhangjiang province, ...