The Implications of Inter-language Analysis in the Development of Materials for Teaching Speaking (Matsda, LeedsMet Uni.2010)

The Implications of Inter-language Analysis in the Development of Materials for Teaching SpeakingBYAbdulmalik Y. Ofemile & Choonmi Kim MA (TESOL& ICT) MA (TESOL)School of Education,University Of Leeds, UKPresented at the 8th Materials Development/MATSDA Postgraduate Research Conference 2010Building Bridges: Research, Materials, Classroom Practice and BeyondSaturday 15th May, 2010 09:30am – 16:30pmLeeds Metropolitan UniversityLeslie Silver International FacultyCaedmon Hall, Headingley Campus, LeedsIntroductionThis paper is looking at a triangulation and application of three knowledge areas in the process of materials development for teaching and learning speaking skills in a second language acquisition context. The knowledge areas include, Inter Language Analysis (ILA), Speaking skills, and Language materials design. The concepts of Needs Analysis (NA) and content development wil be subsumed under these broad areas as the implications of triangulation become manifest.We wil focus on our contexts, summary of our research work, brief discussion of basic concepts from literature, the implications for materials development and our concluding thoughts on the work done.Our ContextsExpanding CircleOuter circleInner circleUK, USACanadaIndia, NigeriaSingaporeSouth Korea, ChinaRussiaTheThree Circles(Kachru, 1985) Fig. 1Adapted fromCrystal, (2010 :107)05/18/10Abdulmalik Ofemile & Choonmi Kim3Our contextsOuter Circle (Nigeria)Expanding Circle (S. Korea)English is the language of government, The 6th National curriculum (Mar.1995 to politics, business, education, Feb.2002) made English a compulsory communication and national unity. subject for students from the third grade of primary school until graduating from high Nigerian varieties: Pidgin & Educated school (Kim, 2010)Nigerian English, Popular Nigerian English language is a requirement for English (Ofemile, 2010 citing Odumuh, admission into the best Universities and for 1987; Jowitt, 1991)getting the best jobs.Failure in the secondary school Learners do not get to use the language certificate examination in English is adequately outside the classroom.rising.(Wedell, 2010 citing Bomgbose, 2001) The result for 2010 shows that $15.3 billion expended on private lessons in 2005 (Guardian Weekly cited in Wedell, less than 2% of candidates 2010)passed(Ofemile, 2010)05/18/10Abdulmalik Ofemile & Choonmi Kim4Literature Review Inter-languageVernacular style Careful style (more pidgin-like) Style 2 Style 3 Style 4 Style n (more TL/NL like) Unattended Attended Various elicitation tasks: elicited Grammatical speech dataspeech imitation,sentence-combining,etc intuition datadataInter Language continuum.(Tarone 1983:152) Fig.2Literature Review.'Sensitive Period Hypothesis' Selinker (1972 cited in Davies,1989) Inter Language (Henceforth IL) is a learner’s Second Language Acquisition (SLA) is language characterized by permeability, possible at any age but, it is impossible dynamism, and systematicity. Thus, IL is to achieve native-like competence. continually evolving with more input to the learner and revision by the learner (Patwoski, 2006 citing Lennenberg, (Lightbown &Spada, 2006)1967) Thus, IL is a continuum that represents the learner's development. IL describes the structured system constructed (Fig. 2) above.by the learner at every stage of his As second language speaker sand development. (Ellis, 1985) teachers of English experience shows that Patwoski is right but, we must add that this however depends on several factors like context, the relationship between L1 and the target language, and the learners attitude and background.05/18/10Abdulmalik Ofemile & Choonmi Kim6Literature Review. Needs AnalysisNeeds classified for ease of identification.Has been variously defined and described (Munby, 1977; Richterich & Chancerel, McDonough, (1984)Hutchinson and Waters, 1977/1980; Widdowson, 1984; Hutchinson & (1987); Mushare, (1992) and Benesch, Waters, 1987; Queeney, 1995; Jordan, 1997; (2001).Benech, 2001, Ofemile, 2009). For our purpose,'Target needs (what a learner From the above we deduced that NA has the will do in order to learn). Learning needs following properties.(what the learner will do in a target situation) •It is a learner-centered processHutchinson and Waters, (1987) will suffice because they help give focus to the paper.•It involves data col ection and processing•It provides information on the design, implementation and evaluation of learning experiences.•The learning experiences meet the needs of the learners, Institutions, and Society.05/18/10Abdulmalik Ofemile & Choonmi Kim7Literature Review.Speaking skil in contextSpeaking overlaps with many areas of We believe that these are the qualities and language. It can be seen as an aspect functions of spoken discourse. Just as of production or from the social aspects in writing, learners learn to speak and ie attitudes towards productive skills. speak to learn and we believe that (Hughes, 2002)there is a parallel here with 'competence and performance'. our understanding of Hughes goes thus:The first refers to skill acquisition while the As an aspect of production, spoken second refers to the ability to use the discourse is context dependent, usually skill in the 'target situation'. A unplanned, transient, uses oral/aural combination of the two provide what media and is dynamic.Harmer, (2007) calls 'rehearsal opportunities' to use the language for a From the social aspect, spoken purpose and as a skill.discourse is perceived as an inter- personal locus of change, that is informal, rhetorical, stigmatized and a primary form of language.05/18/10Abdulmalik Ofemile & Choonmi Kim8Literature Review.Materials DesignTomlinson(2005)citing Jolly and Bolitho (1998:97-8) presents a framework that It is a process that begins with focuses on procedures for developing identification of competences or needs materials thus:assessment, then determining goals and objectives, conceptualizing Identification of need for materialscontent, and finally, selecting and developing materials and activities.Exploration of need(Graves, 1996)Contextual realization of materialsThis view sees material development as Pedagogical realization of materialsan integral part of course development.Production of materialsStudent use of materialsEvaluation of materials against agreed objectives05/18/10Abdulmalik Ofemile & Choonmi Kim9Literature Review.We find this framework most useful because it is systematic, coherent purposeful and flexible. This review has given a mulch-dimensional insights to this paper. We will now go further to give a comparative analysis of our researches in IL.05/18/10Abdulmalik Ofemile & Choonmi Kim10Document Outline

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