Abstract
This chapter evaluates the Oral Communication Skills (OCS) materials presented in two prominent English language coursebooks that are used in grade 10 classes of state and private schools in Pakistan, respectively. A first glance and in-depth evaluation (McGrath, in Materials evaluation and design for language teaching, Edinburgh University Press, 2002) of the two coursebooks was carried out in this study to investigate the presence or absence of a balance among the four language skills materials; the suitability and effectiveness of the coursebooks; and the similarities or differences among the two textbooks. It emerges that the coursebook used in private schools is superior in terms of defining and specifying its aims and objectives, content, and the inclusion and presentation of OCS materials. The chapter concludes with suggestions aimed at improving the English OCS pedagogy in secondary schools in Pakistan.
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Appendix
Appendix
Cunningsworth’s Checklists for Listening and Speaking (1995: 67, 68)
Evaluation Checklists for Listening | Evaluation Checklist for Speaking |
|---|---|
(a) What kind of listening material is contained in the course? • Does listening form part of dialogue/conversation work? • Are there specific listening passages? (b) If there are listening passages, what kind of listening activities are based on the—comprehension questions, extracting specific information, etc.? (c) Is the listening material set in a meaningful context? (d) Are there pre-listening tasks or questions? (e) What are the recorded materials on audiocassette like in terms of: • sound quality • speed of delivery • accent • authenticity? (f) Is there any video material for listening? If so, is good use made of the visual medium to provide a meaningful context and show facial expression, gesture, etc.? | (a) How much emphasis is there on spoken English in the coursebook? (b) What kind of materials for speaking are contained in the course? • oral presentation and practice of language items • dialogue • role-play • communication activities (information gap) (c) Are there any specific strategies for conversation or other spoken activities? (e.g., debating, giving talks) (d) Is any specific material included to help the learner cope with unpredictability in spoken discourse? |
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Nomaan, S. (2022). Language Pedagogy: An Evaluation of Oral Communication Skill Materials in Secondary School ELT Books in Pakistan. In: Ali Raza, N., Coombe, C. (eds) English Language Teaching in Pakistan. English Language Teaching: Theory, Research and Pedagogy. Springer, Singapore. https://doi.org/10.1007/978-981-16-7826-4_21
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