presentation on methods and practice
TRANSCRIPT
Presentation on
Methods and Practice in the EAP Classrooms at Dhaka University
Pro. Tazin Aziz Chaudhury
Presenters
Mahabuba Ferdush
Roll: RK-1879
&
Md. Arman
Roll: MM- 2003
EAP> English for Academic Purposes
Four faculties of Dhaka University
1. Humanities
2. Science
3. Social Science &
4. Business Studies
Classroom observation includes nine departments
1. Philosophy
2. Linguistics
3. Psychology
4. Biochemistry
5. Physics
6. International Relation
7. Women & Gender studies
8. Finance and
9. Marketing
An Emerging Framework for EAP Course Design
• Kumaravadivelu (2006:75-76): Syllabus and Curriculum indicate “a hierarchical relationship”
• Curriculum: “All aspects of language policy, planning, teaching methods and evaluation measures”
• Syllabus: “The specification of content, what is to be taught”
• Clark’s (1985) curriculum renewal:
•“The creation of syllabuses in which educational, subject-specification and learner orientation are objectified”
• Breen(2001):
a. Clarify the aims and objectives of learning and teaching
b. Indicate the classroom procedures
• Kumaravadivelu (1993):
– teaching- learning methods
a. Language centered methods
b. Learner centered methods
c. Learning centered methods
Post- method condition
• Eclectic post-method ELT scenario• Audio-lingual• communicative
Classroom observation
• Weir & Roberts(1994:164):
–Observation is the only way to get direct information on classroom events, on the reality of program implementation.
• Borich’s (1994) idea of lesson clarity:–A complex behavior
The role and aim of the teacher:
To engage students in the learning process.
Good & Brophy’s (1990) guided practice
–To think & work with the content– Intending practice–Oral performance
The Present Study
–The role of observer as participant was selected
–The observer observed and wrote what occurred
–Observer bias and maintain internal validity. six hours of class were simultaneously observed by the researchers and two associates
Classroom activities
• Using mechanical devices and note taking
Focus of the observation
1. The course being taught
2. Classroom interaction
3. Students’ motivation
Classroom observation finding
• The first checklist was adapted from Alam & Begum (2005) and Khan (2000)–Elicited information about the teaching
styles being used–Various task types–Teaching activities being used and the time
allocation for EAP class
Faculty Commerce Humanities Science Soc. science
Dept. Fnc Mktng Phil Ling phys
B.chem
psych Int.rel Wmn.Std
Teaching style
Lecturing 5 7.5 5 5 3.3 10 5
Ques. & Ans. 7.5 3.3 7.5 6.5 10 6.5 5 5 3.3
Group discussion
10 6.7 6.5 6.5 5 3.3
Independent work
3.3 5 3.3
Grp/pr work 5 3.3 3.3 10 2.5 3.3
faculty commerce humanities science Soc.science
dept Fnc Mktng Phil Ling phys B.chem
psych
Int.rel Wmn.Std
Activitiy/task type
Rdng cmprhnsn 1.7 7.5 5 5 3.3
Writing 15 3.3 5 6.5 12.5 3.3 12.5 17.5 3.3
Listening to SS/T
10 5 6.5 17.5 5 7.5 10 10
Speaking 10 7.5 5 5 5 15
Presentation 13.3 6.5
Board work 5 5 5 5
faculty commerce humanities science Soc.science
Dept. Fnc Mktng Phil Ling phys B.chem
psych
Int.rel Wmn.Std
Instructions 5 1.7 5 3.3 2.5 5 5 5 3.3
Queries 2.5 1.7 5 3.3 2.5
Feedback 5 1.7 5 3.3 5 7.5 7.5 5
Total time (mins)
60 60 60 60 60 60 60 60 60
Observation about lesson clarity
• Lesson clarity: to understand and interpret a presentation
• complex patterns of classroom behavior in classroom
• Use of illustration and other media
Success rate of Teaching
• Borich (1994): cognitive clarity varies from teacher to teacher.–Lesson should be sequenced–Teacher will provide as many opportunities
as possible–Students are engaged in activities
Teaching-Learning process is a complex phenomenon
Detailed discussion of CO
1. Guided practice: elicited from learner, response from learner & modifying learner
2. Independent practice: learners learn from their own mistakes
3. Oral performance: question- answer
4. The use of students projects and demonstration to get students to apply what they have learned
Good & Borphy: 1990
Faculty wise discussion
Faculty of Business Studies
• Teaching aids…
satisfactory dissatisfactory
OHP Yes
Multi-media Yes
Moveable chairs+tables Yes
Whiteboard Yes
Podium Yes
Air-condition Yes
Others Yes
Ratio
Teachers: Students = 1:30
1. Classroom is large enough
2. The lesson was clear, orderly, well organized & moderately focused
3. Medium of teaching: English
4. Handouts are given
5. Group brainstorming: positive
6. Students follow HOME WORKS
7. Presentation: positive
Team Teaching is the norm of the COMMERCE faculty & EAP classes are simultaneously & collaboratively taught by a subject teacher and a language teacher
Humanities Faculty
• Teaching aids…
Satisfactory Dissatisfactory
OHP Yes
Multi-media Yes
Bench (wood) Yes
White board Yes
Podium Yes
Air-condition Yes
Ratio
Teachers: Students = 1:35
1. Classroom is not large enough
2. The lesson was clear, orderly, well organized & moderately focused
3. Medium of teaching: English and Bangla
4. Handouts and Books are given
5. Group brainstorming: negative
6. Students rarely follow HOME WORKS
7. Presentation: satisfactory
Science Faculty
Teaching aids…
Satisfactory Dissatisfactory
OHP
Multi-media Yes
Bench (wood) Yes
Black board Yes
Podium Yes
Air-condition Yes
Others Yes
Ratio
Teachers: Students = 1:55
1. Classroom is extremely large enough
2. The lesson was clear, orderly, well organized & moderately focused
3. Medium of teaching: English and Bangla
4. Handouts and Books are given
5. Group brainstorming: negative
6. Students rarely follow HOME WORKS
7. Presentation: satisfactory
8. Interaction: negative
Social Science Faculty
• Teaching aids…Satisfactory Dissatisfactory
OHP Yes
Multi-media Yes
Projector Yes
Moveable chairs+tables Yes
White board Yes
Podium Yes
Air-condition Yes
Ratio
Teachers: Students = 1:27
1. Classroom is large enough
2. The lesson was clear, orderly, well organized & moderately focused
3. Medium of teaching: English and Bangla
4. Handouts and Books are given
5. Group brainstorming: negative
6. Students follow HOME WORKS
7. Presentation: satisfactory
8. Interaction: negative
Conclusion
• This study attempted to accurately and holistically describe the teaching/learning situation for students of the four faculties at Dhaka University and to identify their specific English Language needs.
Thank you