Do EFL curricula best tackle the learners__ needs and are adhere to the linguistic sequential development? This research explores the extent of appropriateness of content in EFL curricula to our learners__ linguistic development. English as a foreign language (EFL) programs offer their courses with a diversity of textbooks and methodologies. This diversity creates, in some cases, optimal learning opportunities but result, in other cases, to ineffective outcomes. This conflict of results presents a high demand to examine whether or not these curricula applied and taught meet the maxims of the psycholinguistics. Considering the linguistic aspects, conversational maxims proposed by Grice H (1989), speech act theory, and the sequence of linguistic development proposed by Pienemann Johnston and Brindley (1988), there is an increasing demand to conduct a painstaking research on this aspect leading to an adaptation act in some of EFL current curricula in order to conform to the theoretical bases of second language acquisition(SLA).This research is carried out in Saudi Arabia, in which teachers and supervisors of English repeatedly attribute students__ slow development to the curricula which impose certain pedagogical practices. A triangulation of data collection will be conducted to synthesize the curricula in order to produce a suggested model of harmonized curricula, pedagogy that are compatible to SLA. Also, there will be controlling and experimental groups which study different textbooks. The content of the textbooks will be analyzed linguistically. Then observation of teachers__ pedagogy and strategies will be reported followed by semi-structured interviews and questionnaires.
Jalal Albaqshi, Alahsa College of Technology, Saudi Arabia
Stream: Learning Environments
This paper is part of the IICLLHawaii2016 Conference Proceedings (View)
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