The Relationship between Using Authentic Local Materials and Better Understanding of English Language on Malaysian Adult Learners
Field of Research
In general, this study will be devoted to language education as the field of research. Language education is simply the teaching and learning of a specific language. Although language education primarily aims at improving the learner’s native language competency, language education is more commonly used relating to second language acquisition. As such, this research will specifically focus on TEFL or Teaching English as a Foreign Language. TELF refers to teaching English as a second language to students who are not native English speakers.
Topic of Research Proposal
In this proposal, the discussion will center on the correlation between the utilization of authentic local materials and effectiveness of TEFL. The topic will be considered in the Malaysian context wherein the spotlight will be given to adult learners.
Background or a brief literature review on the research topic
The increasingly globalize world requires producing former students or alumnae whom are critical and competent and capable of meeting personal and professional requirements. Learning then necessitates generating individuals who have the language skills and capabilities. Malaysian adult learners are known to have cultural partiality when it comes to learning. It was discovered by Tan and Pillay (2008) that Malaysian adult learners depend on cultural practices when it comes to understanding and memorizing as well as on learning motivations. Nevertheless, Malaysian adult learners regard any form of learning as an antecedent of life long learning.
According to Ming and Alias (2007), English is a compulsory subject as taught to students regardless of their disciplines. Unfortunately, despite learning English in schools learners are rather weak in acquiring the competence. This is because teaching English language education in Malaysia tends to be very teacher-centered. Another reason would be the fact that despite the inherent capabilities of Malaysian adult learners to adapt to the different learning styles there could be the lack of awareness of language learning processes. Baharum, Tretiakov and Kinshuk (2007) relates that the quality of English language spoken by Malaysians is relatively poor compared to that of the Malaysian Chinese and Indian. The emergence of the new variety of English known as Malay English or “Manglish” is a significant contributor of this (Preshouse, 2001).
Under the communicative language principle, the utilization of authentic materials could directly implicate the achievement of high English proficiency levels. There is an ongoing debate on the levels of usefulness of authentic materials in classroom settings or otherwise. Authentic materials are defined as the materials that have been produced to fulfill some special purpose in the language community (as cited in Martinez, 2002).These are the materials which are designed for native speakers of English. Thus, the significance of using such materials lies in exposure to real discourse aside from the intrinsic educational value. Further, language changes are being reflected on the materials so that teachers and learners can keep abreast of the changes. On the other hand, one disadvantage of using authentic materials would be its facilitation which is dependent on the teaching style and learning setting (Martinez, 2002).
Objective of Study
The main purpose of this research is to analyze whether the utilization of local authentic materials could lead in the development of better English language understanding. The study will consider the case of Malaysian adult learners. Specifically, the study will seek to address the following research objectives:
· To explore the effectiveness of local authentic materials in acquiring English language proficiency
· To determine real-life examples of authentic materials used and for what specific purpose
· To evaluate the learning characteristics of Malaysian adult learners when it comes to learning English as a second language
Methodology of study
As the researcher, I will incorporate a hybrid approach wherein the first method to be used is the library research. I will be collecting and analyzing literatures which could help in understating the basic and advance concepts that are related with English language education and utilization of authentic materials as an English language teaching technique. The secondary sources of data will come from various published and unpublished articles, academic journals and theses and related studies. Acquiring secondary data are more convenient to use because they are already condensed and organized. Moreover, analysis and interpretation are done more easily.
The second method would be field research which could be carried out through surveying. Surveys are the most common research method. The descriptive survey of the population is valuable in understanding the audience, and in the definition of the existence and magnitude of the problems, and the survey data are also helpful in determining cause and effect relationships between variables (Commonwealth of Learning, 2000). Semi-structured questionnaires will be used as the instrument. Accordingly, semi-structured interviews provide the researcher the opportunity to ‘probe’ answers, which can be done in instances where there is a need or want for the interviewees to explain further or build on their responses.
In addition, the qualitative elements that do not have standard measures such as behavior, attitudes, opinions, and beliefs within the organizational domain will be analyzed. Structured observation then will be applied. Structured observation is recorded according to an observation guide. However, the structured observation will be only applied to the interviewees and the researcher herself will be the observer but will try her best to avoid observer bias to ensure reliability. It would be necessary to conduct a structured observation so that insights and emergent informations could be addressed especially those that the respondents would not reveal or will find difficulty in disclosing.
Work schedule
TASK
Weeks
1st
2nd
3rd
4th
5th
6th
7th
8th
9th
10th
11th
12th
Conduct Primary Library Research
Finalize Objectives
Draft Literature Review
Devise Research Approach
Review Secondary Data
Organize Survey
Develop Survey Questions
Conduct Survey
Organize Interviews
Develop Interview questions
Conduct Interviews
Analyze secondary & primary data
Evaluate data
Draft Findings Chapter
Complete remaining chapters
Submit to tutor and await feedback
Revise draft and format for submission
Print, Bind
Submit
Bibliography
Baharum, H I B, Tretiakov, A and Kinshuk 2007, ‘Teaching business English to adult Malay learners: The potential agent of technology,’ Proceedings ascilite Singapore.
Commonwealth of Learning 2000, Manual for Educational Media Researchers: Knowing your Audience, Commonwealth Educational Media Centre for Asia (CEMCA), Vancouver, Canada.
Martinez, A G 2002, Authentic materials: An overview.
Ming, T S and Alias, A 2007, ‘Investigating Readiness for Autonomy: A Comparison of Malaysian. ESL Undergraduates of Three Public Universities,’ Journal of Reflections on English Language Teaching, vol. 6, no. 1, pp. 1-18.
Preshous, A 2001, ‘Where you going ah?: An account of the origin and development of Malaysian English,’ English Today, vol. 17, no. 1, pp. 46-53.
Tan, P L and Pillay, H 2008, ‘Understanding learning behaviour of Malaysian adult learners: a cross-cultural sensitive framework.’ Educational Research for Policy and Practice, vol. 7, no. 2, pp. 85-97.
Credit:ivythesis.typepad.com
0 comments:
Post a Comment