The Instructional Design Of EFL IMs.pptx

this is provide strategies on the instructional materials.

1. The Instructional Design of a Course book Is as it is Because of what it has to do - An application of systematic functional theory

2. Overview: The systemic approach is increasingly being recognized as providing a very useful descriptive and interpretive framework for viewing language as strategic, meaning- making resource.

3. Theoretical concerns: to understand the nature and functions of language Historical concerns : to understand how language evolve through time Developmental concerns : to understand how a child develops language, and how language may have evolved in the human species Educational concerns : to help people learn their mother tongue…foreign languages

4. - Register theory describes the impact of dimensions of the immediate context of situation of a language even on the way language is used. - Three key dimensions of the situations are identified as having significant and predictable impacts on language use.

5. Genre The concept of genre is used to describe the impact of the context of culture on language, by exploring the staged, step-by-step structure cultures institutionalize as ways of achieving goals.

6. The role of a coursebook reflects or must reflect decisions concerning its primary goal and form, the relation the coursebook holds to other sources of input and the abilities of the teacher.

7. Ideology A higher level of context to which increasing attention is being given within systemic linguistics is the level of ideology. Two Ideological Positions: 1. The values we hold (consciously or unconsciously) 2. The biases and perspective we adopt

8. TITLE: This stage labels the unit. Example: It can either reflect the thematic focus (English For Life: Attractions of Singapore; English Expressions: Me and My Friends; Eureka!: Links) or it may highlight the text-type focus of the unit (Step Ahead: Instructions; The Odyssey: This is a True Story).

9. TITLE: This stage labels the unit. Example: It can either reflect the thematic focus (English For Life: Attractions of Singapore; English Expressions: Me and My Friends; Eureka!: Links) or it may highlight the text-type focus of the unit (Step Ahead: Instructions; The Odyssey: This is a True Story).

10. - INTRODUCTION: The introduction is the chapter opening. In the coursebooks analysed, in all cases it includes an introductory activity (or activities) based on the thematic or text-type focus of the unit.

11. LEARNING TASKS This is a series of successive tasks. The purpose of this stage(s) is to provide the learner with opportunity to do tasks to achieve the learning objectives of the unit in the coursebook . It comprises instructions and statements of knowledge about language learning.

12. CLOSING This seems to be an optional stage in the schematic structure. English for Life and The Odyssey skip this stage altogether. The other three coursebooks have a closing stage. The purpose of this stage seems to be to provide closure to the unit and to encourage students to reflect on their learning.

13. Text Type: Instructions Listening task Reading Task Grammaar vocabulary writing FIGURE 5.4 Unit design of Step Ahead

14. Figure 5.5 Unit design of Eureka

15. Figure 5.6 Unit design of The Odyssey

16. Figure 5.7 Unit design of English Expressions

17. Conclusion Extending and applying principles of systemic functional linguistics in the analysis of coursebook units reveals the systems and networks of choices engaged in and created wittingly and unwittingly, voluntarily and involuntarily) in the process of construction of knowledge within a coursebook . The coursebook thus not only communicates content, it also presents a view on how the content is to be taught and the power relationship between the learner and the teacher, the coursebook as a resource or as a teaching script . It is also a reflection of the extent of influence of teacher feedback as well as the agenda of other powerful stakeholders.

18. In short, systemic functional theory offers useful tools for examining the kinds of meaning that a coursebook embeds in its discourse And, just as language becomes dysfunctional and communication breaks down when inadequate or inappropriate resources finguistic and otherwise) are employed to convey meaning , S o the instructional design of a coursebook fails to convey its meaning and perform its function when adequate or appropriate resources fail to be employed.

19. Systemic Functional Theory (SFL) helps analyze the structure and design of a coursebook beyond just its content . A coursebook is only a tool for delivering content and does not influence teaching styles or classroom dynamics . The instructional design of a coursebook reflects not only educational objectives but also cultural, situational, and ideological factors.

20. 4. When a coursebook lacks clear organization and appropriate resources, it can fail to effectively convey its intended meaning. 5. Teachers always have full control over how a coursebook is designed and structured . 6. The way a coursebook is structured can determine whether it serves as a flexible resource or a rigid teaching script.

21. 7. Powerful stakeholders, such as policymakers and publishers, have no influence on the instructional design of a coursebook . 8. Systemic Functional Theory helps identify the implicit messages and meaning embedded in the discourse of a coursebook . 9. A well-designed coursebook should balance learner engagement, teacher flexibility, and curriculum objectives .

22. 10. Evaluating a coursebook requires considering how it fits within the context of culture, education, and ideology.

23. Answer Key 1 . T 2. F 3. T 4. T 5. F 6. T 7. F 8. T 9. T 10.T