Korean Job Discussion Forums

[withnail]

Hey there! Would just like to fire a few questions out there to university teachers who teach the freshman program.

If you are teaching University Freshmen, what teaching materials do you have to use?


Does your university insist that a particular book is used and that it, or a certain part of it must be completed by the end of the semester?

Does the University choose the book/materials? Does the Head Instructor or the teachers have any say in it?

Does having to get through a specified amount of the book/materials, together with preparing students for the midterm & final test tasks, mean that there is little time for discussion, communicative activities & feedback?

Does your program attempt to cover too much stuff and therefore result in there being little scope for meaningful interaction?

This has been my experience of this sort of program so far.

In my view it would be much better to just have a speaking test at midterm and final and that's enough.

Then you could spend your time developing fluency and accuracy in preparation for these.

I find when you throw in writing/writing tests and listening tests and the need to prepare for these, you're not really having an impact on anything in a big way.

Additionally, pressure to get through a certain number of units in the prescribed textbook takes away time that could be more profitably used.

What do you think?

[frankly speaking]

I think that you have some good thoughts however I don't think that they are applicable in a university classroom. First of all testing only oral communication is limiting, not to mention time consuming. You have never tried to administer a speaking test for 35+ students have you. That would take about 10+ hours, not to mention the grading afterwards. Since I have 4-5 classes a semester that would mean over 100 hours for testing in one semester, not so practical.

The other issue is that students will rarely use spoken English in their daily life, so a test that focuses on comprehension is not only easier to adminster and evaluate but serves a better purpose for most students.

I think that smaller classes or special non graded classes your ideas would work very well in. However, University students need an accurate grade that is not subjective.

As far as books and curriculum, as long as the department has a solid curriculum stick to it and supplement it where you can. I have only been in a few places where the material was absolute garbage. I also don't think that it is good for a department ot have every teacher create their own material. Some teachers are better than others at curriculum development and students shouldn't suffer because of that. There needs to be a standard.

[icnelly]

Welcome back! Nice to see you posting again.

[bassexpander]

[Chamchiman]

[bassexpander]

I might add that our bosses have attempted this with the best of intentions. It's been an interesting experiment, but I think many of us are hoping for change.

[withnail]

Thanks for your comments.

Frankly Speaking Wrote

[bassexpander]

My students do oral testing with a partner. They are given a set questions to discuss, and are usually expected to include a grammar point learned from the chapter within their responses. Questions (some better than others) are provided at the back of the Touchstone teachers manual.

I give them class time to practice discussing these questions in advance, and of course they are expected to practice them outside of class. A certain amount of memorizing takes place, which cannot be avoided, but they are also made aware that they are graded based on fluency and smoothness of flow.

In class, I put them in two rows facing each other. They speak with different partners, 1-on-1, in a "speed dating" scenario for 5 minutes. They then switch to the next person down the line. This gives them ample opportunity to experience hearing the grammar point in different sentences using different answers, while repeating their usage of it multiple times.

I provide them with a rubric in advance, so they know what's expected of them in these areas. Testing a class of 25 to 30 takes me just under 2 hours. Yes, it is a lot of work.

[jlb]

[TECO]

American Headway 3, Second Edition (2009)

Anyone using this new version of the series?

If so, how do you like it?
Complaints?
Recommendations on how to use it?

Thinking of using it this spring and ordering copies for my students.

[Scott in Incheon]

[oldtactics]

My midterms & exams are oral tests, although I'm contemplating adding a small written portion as well. My classes have 20-30 students and the individual testing takes about 5-10 minutes per student, depending on the class. To me, 3 hours of testing per class isn't unreasonable, and I find that it's the best way to test the material that I'm teaching - I focus on conversation & speaking, so a written test wouldn't accurately test their learning. Considering that I've seen improvements in one semester, I don't think my method of testing is a problem.

Yes, the end of every semester is a lot of work and a lot of grading, but it should be, in my opinion. It's a lot of work for the students too.

I don't use a book and my school prefers that - my students are low level and the admin and I agree that using a set curriculum would result in students getting lost in the mix - I much prefer being able to change & adapt my lessons depending on whether the material I've prepared is working or not.

[Swampfox10mm]

I've always used oral tests along with written tests. Our university took more control of books we use now, and I have no time to do oral tests this semester. I dislike this but I know better than to rock the boat too much.

I only oral test my upper-classmen, where I have more freedom. This is partly done over the internet using a website that I incorporate for audio/visual recording. They have to record answers by webcam. It's part of a research project I am working on.

[Hotpants]

[TECO]