How Language is practiced in ELT Course Books on Different Levels | ||||
| هرمس | ||||
| Article 4, Volume 4, Issue 2, April 2015, Page 9-51 PDF (716.19 K) | ||||
| Document Type: المقالة الأصلية | ||||
| DOI: 10.21608/herms.2015.395215 | ||||
 View on SCiNiTO | ||||
| Author | ||||
| Amani Badawy | ||||
| Associate Professor Department of English Faculty of Arts - Cairo University | ||||
| Abstract | ||||
| The study attempted to test Yalden’s (1987) suggestion of a proportional approach in course designing by analysing the activities in ELT course books on Elementary, Intermediate and Advanced levels. It adopted the hypothetical classroom model proposed by Savignon (1997) to see how the components of the continuum are incorporated in these books and how priorities are established. A sample of 195 activities in each level, i.e., a total of 585, was randomly chosen to be categorized and frequencies were computed. The following findings were reached. First, all components of the continuum: Language for a Purpose, Language Arts, My language is Me and I’ll be…You’ll be were reflected in the activities of the three levels, excluding Use of language beyond the classroom.However, while larger weight was given to Language Arts (accuracyfocused activities) in the Elementary level, priority was given to My language is me (personal voice activities) at the Intermediate and Advanced stages. Second, the study lent support to Yalden’s proportional approach as it was found that accuracyactivities diminished with progresstowards advanced levels. Lastly ntegration of more than one component in the same activity took place at all three levels and frequency increased as proficiency increased. | ||||
| Keywords | ||||
| communicative competence; ELT books; competency levels; Savignon’s hypothetical classroom model; Yalden’s proportional approach | ||||
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