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Presentation on methods and practice
1) The document summarizes findings from classroom observations of EAP courses across four faculties at Dhaka University. 2) Observations looked at teaching styles, activities, tasks, instructional techniques, and resources across nine departments within Humanities, Science, Social Science, and Business faculties. 3) Key findings included differences in teaching styles, resources, and student participation across faculties, with generally positive evaluations for Business and mixed evaluations for other faculties.
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Presentation on methods and practice
- 1. Presentation on Methods andPractice in the EAP Classrooms at Dhaka University Pro. Tazin Aziz Chaudhury
- 2. Presenters Mahabuba Ferdush Roll: RK-1879 & Md.Arman Roll: MM- 2003
- 3. EAP> English forAcademic Purposes Four faculties of Dhaka University 1. Humanities 2. Science 3. Social Science & 4. Business Studies
- 4. Classroom observation includesnine departments 1. Philosophy 2. Linguistics 3. Psychology 4. Biochemistry 5. Physics 6. International Relation 7. Women & Gender studies 8. Finance and 9. Marketing
- 5. An Emerging Frameworkfor 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”
- 6. • Clark’s (1985)curriculum renewal: •“The creation of syllabuses in which educational, subject-specification and learner orientation are objectified”
- 7. • Breen(2001): a. Clarifythe aims and objectives of learning and teaching b. Indicate the classroom procedures
- 8. • Kumaravadivelu (1993): –teaching- learning methods a. Language centered methods b. Learner centered methods c. Learning centered methods
- 9. Post- method condition •Eclectic post-method ELT scenario • Audio-lingual • communicative
- 10. Classroom observation • Weir& Roberts(1994:164): – Observation is the only way to get direct information on classroom events, on the reality of program implementation.
- 11. • Borich’s (1994)idea of lesson clarity: – A complex behavior The role and aim of the teacher: To engage students in the learning process.
- 12. Good & Brophy’s(1990) guided practice – To think & work with the content – Intending practice – Oral performance
- 13. 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
- 14. Classroom activities • Usingmechanical devices and note taking
- 15. Focus of theobservation 1. The course being taught 2. Classroom interaction 3. Students’ motivation
- 16. 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
- 17. Faculty Commerce HumanitiesScience Soc. science Dept. Fnc Mktng Phil Ling phy s B.che m 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
- 18. faculty commerce humanitiesscience Soc.science dept Fnc Mktng Phil Ling phys B.ch em psyc h Int.rel Wm n.St d 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
- 19. faculty commerce humanitiesscience Soc.science Dept. Fnc Mktng Phil Ling phys B.ch em psy ch Int.rel Wm n.St d 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
- 20. Observation about lessonclarity • Lesson clarity: to understand and interpret a presentation • complex patterns of classroom behavior in classroom • Use of illustration and other media
- 21. Success rate ofTeaching • 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
- 22. Detailed discussion ofCO 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
- 23.
- 24. Faculty of BusinessStudies • Teaching aids… satisfactory dissatisfactory OHP Yes Multi-media Yes Moveable chairs+tables Yes Whiteboard Yes Podium Yes Air-condition Yes Others Yes
- 25. 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
- 26. 4. Handouts aregiven 5. Group brainstorming: positive 6. Students follow HOME WORKS 7. Presentation: positive
- 27. Team Teaching isthe norm of the COMMERCE faculty & EAP classes are simultaneously & collaboratively taught by a subject teacher and a language teacher
- 28. Humanities Faculty • Teachingaids… Satisfactory Dissatisfactory OHP Yes Multi-media Yes Bench (wood) Yes White board Yes Podium Yes Air-condition Yes
- 29. 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
- 30. 4. Handouts andBooks are given 5. Group brainstorming: negative 6. Students rarely follow HOME WORKS 7. Presentation: satisfactory
- 31. Science Faculty Teaching aids… SatisfactoryDissatisfactory OHP Multi-media Yes Bench (wood) Yes Black board Yes Podium Yes Air-condition Yes Others Yes
- 32. 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
- 33. 4. Handouts andBooks are given 5. Group brainstorming: negative 6. Students rarely follow HOME WORKS 7. Presentation: satisfactory 8. Interaction: negative
- 34. 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
- 35. 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
- 36. 4. Handouts andBooks are given 5. Group brainstorming: negative 6. Students follow HOME WORKS 7. Presentation: satisfactory 8. Interaction: negative
- 37. Conclusion • This studyattempted 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.