Lanes English as a Second Language - Assignment Example

Introduction The book is “Lane's English as a second language” written by Richard Lane. Lane Press is the publisher of the book, and it is in its fourth edition. The first edition was published in 1977 while the current was in 2009. The book teaches the beginners on how to understand and use English vocabularies in speaking. It aims at educating students by starting from simple English concepts to complicated ones so that they can understand the underlying logic and structure (Lane, 2009: v). The book's intended audience is the beginners who learn English as a second language. Even though it does not give a specific age, the book is appropriate for any person who can read and write. In addition, it can be used worldwide. The author views the English language as something that can easily be passed from one individual to another through the constructive learning process. He views learning as a process that can easily be achieved as long as one understands the logic and structure. Teaching should, therefore, move from simple basics to more complicated ones to allow the learner understand the logic and structure of English as a language. For instance, teaching should start with the basic meaning of words to compound words and their expanded usage. In addition, the words can be further complicated to explain metaphors, phrases, idioms, and sayings. Revised Rubric Related to the content and content appropriateness Questions / statements 1 2 3 4 5 1 How the textbook is matching students' interest? “Lane's English as a second language” is a book written by Lane for students taking English as a second language and also for the beginners. The book offers a step- by- step cumulative approach that makes the learners understand English (Lane, 2009: v). The Lane approach presents the learners with explainable English concepts that are reasonable and logical thus easy to understand and master. The book, therefore, does not only educate the students who view English as a second language but also those who are at the beginning stage. Students'' interest can be a great motivator in learning process and achieving textbook goals. 2 How clear is the used language in the textbook? The language used in the book is clear since it is short and precise. The book intentionally excludes idiomatic words so as to make it easy for beginners. In addition, it eliminates the arbitrary and capricious elements of English to enable the beginner to easily understand the information presented. The book also has about 1200 vocabularies with most of the words being one syllable long, to make it easier for the beginners can easily master them (Lane, 2009: vi). Complexity of the language can be a barrier for students to achieve the objectives. 3 How appropriate sequence of units and the lesson of each unit does the textbook have? The units are arranged in an appropriate sequence starting with the human body parts to the world and classroom vocabularies. The sequence of the lessons starts from the closest thing regarded as basic to the deeper things in the environment (Lane, 2009: 13). Each of the units has specific lessons to the learners, which are appropriate since they are majorly based on things that they meet in their day-to-day lives (Lane, 2009: 19). In addition, all the lessons have an element of singular and plural format of the vocabularies, the use of articles ‘a/ an', pronunciation, and English interaction lessons among others. The logical sequence can help students follow up and build their knowledge in a gradual and logical way. 4 Level appropriateness. The book does not have either too easy or too difficult content but an intermediate. The vocabularies used are more of the general ones that the beginners can encounter in their daily life. On the other hand, it has excluded complex vocabularies with several syllables to ensure easy understanding for the learners (Lane, 2009: 25). It has also intentionally eliminated the idiomatic expressions so as to eliminate confusion to the learners. The vocabularies chosen are also based on their level of usefulness as opposed to frequency of use. Furthermore, the book has sophisticated the simple vocabularies at lower levels to enable learners think and react in English. The appropriateness of content the students' level is needed to avoid having a very difficult content that cannot be learned in that level or a very easy content where we have no learning process. 5 Cultural appropriateness. The book is culturally appropriate because it does not put focus on religious issues and dimensions. For example, the book has ensured that the religious practices like Islam and Christianity are not involved in the lessons (Lane, 2009: 30). In explanation, the book is general-oriented hence accommodating all the different cultures. Textbook cultural appropriateness is needed to have an acceptance and avoid refusing the text book. 6 How the used pictures are appropriate with students' age? The book’s pictures are appropriate for the beginners at all age. The pictures range from simple ones to more complex that need analytical skills and comprehensiveness to understand. For example, pictures under human body and clothing section are easy to understand while those under food section are a bit hard to comprehend, more so, when it comes to adjectives segment (Lane, 2009: 22). It, therefore, provides appropriate pictures for all ages. Pictures should be appropriate with students’ age. Textbook for children should not contain complex pictures. Textbook should not contain very simple, clear pictures for advanced learners where the goals need to develop their analytical or comprehension level. 7 How the textbook lessons are understandable? The textbook lessons are easier to understand because they start from a basic point of view to more complicated one. Its planning allows the vocabularies to be sophisticated in an understandable format thus comprehensive (Lane, 2009: 32). It, therefore, allows the learner understand how the sayings and idioms are formed and what they mean. Lessons should be understandable otherwise, no objectives can be achieved. 8 How enough examples does the textbook contains? The textbook has sufficient examples to ensure a comprehensive learning process. For example, in the use of articles “a/an”, the book gives more than twenty examples to ensure the learner understands the concept (Lane, 2009: 4). The examples are also given as both words and pictures or diagrams to enable easier leaning. Since examples on of the most helpful tools in learning, textbooks should have enough amounts of examples to facilitate the learning process. 9 How clear the examples Are the textbook' and understandable? The examples used in the textbook are clear and understandable. The use of images and picture to elaborate on what it means has made it even more understandable. For example, there is use of pictures to show the singular and plural of some of the vocabularies used in our daily life (Lane, 2009: 5). Since examples have to facilitate the learning process, just having examples is not enough. Examples should be clear and understandable in order to be used. 10 How enough exercises and activities does the textbook has? The book has enough exercises and activities for the learners. Each of the lesson segments has more than one exercises and activities meant for the learners. The exercises are only specific to a lesson topic but are also divided into different sections to allow ease understanding (Lane, 2009: 18). In addition, the exercises and activities have examples on what learners are expected to do. Since exercises are needed to comprehend the lessons, the textbook should has enough exercises and activities to achieve the objectives. Related to textbook format and presentation 11 How each unit in the textbook has an attractive introduction or an activity to warm up? Each of the book's five lessons has an attractive activity for students' warm-up. For example, lesson one about parts of human body, introduces the lesson with an activity in which learners write the given words and sentences in their language. Furthermore, the learners are encouraged to make some pictures (Lane, 2009: 2). The criterion is used in all the lessons segments. Since warming up is one of the useful techniques in ESL/EFL teaching, the textbook should have an acceptable warming up level. 12 How good is list, index, and references the textbook has? The book has got a great content list. Its main areas of focus are generalized thus making the book suitable for second language beginners. The index used in the book is also important since it involves a process that starts from the most common aspect of life to the more complex ones (Lane, 2009: iii). However, the book does not have references even though the author is a Ph.D. holder. Content' list facilitate the searching and going through the textbook. Index is helpful for learners. A reliable textbook should has references. 13 How colors and the cover of the textbook' are attractive and motivated? The book’s cover page is in black and white with no image or drawing. The diagrams in the book are also in black and white format. Even though the book has fewer colors, the presentation makes the book able to tackle cultural issues like race and ethnicity. The attractiveness of the colors and the cover can be a good motivator for students to learn and to like the book. 14 How the content' length is appropriate with the teaching period? The content of the book is appropriate for a school-term as a teaching period for the beginners. However, it might mean that some of the exercises will be skipped and also will depend on the number of students if the exercises are to be marked (Lane, 2009: 67). The book has approximately seventy pages. The length should be appropriate to the intended term, level, or course. The textbook should not be too long, where it is impossible to be covered. The textbook should not be too short where it can be covered in an illogical time. Related to supportive materials 15 How good is the teacher' manual for the textbook? If there is. No manual. Teacher' manual is a supported material that facilitate teaching by saving the time and effort as well as guiding the teachers. 16 supported materials Supported materials like practical book or CD can help students and teachers in the learning process. The book has the supportive materials that are based on its practicability (Lane, 2009: 27). Most of its sessions have practical activities that assist the learners and teachers in the learning process. 17 How much the textbook requires students to use outside sources? The book does not require its students to use outside sources. It is meant for beginners hence do not need the use of external sources. All its information and exercises are within the books (Lane, 2009: 30). Advanced students can be asked to have outside sources but it is not acceptable to ask beginners for that. Other factors 18 Textbook availability: The textbook is highly available for relevant student consumption. It can be accessed online in portable document format and, therefore, one needs only a gadget that can access the internet and space to store the document (Lane, 2009: 23). It can also be found in bookshops and libraries. The textbook should be available where students can get it easily without significant difficulties. 19 Textbook weight and size: The textbook has approximately seventy pages including the appendix and the foreword. In a portable document format, it is approximately 1.08 MB in size (Lane, 2009: 30). Additionally, the book can weigh approximately 200 grams. It is, therefore, suitable for use to all learners despite their age. The weight of the textbook should be considered according to the students' age. The textbook should not be too big or heavy for children. 20 Textbook price: It can be accessed freely online in portable document format. Alternatively, the hardcopy version of the book can be bought at Abe Books shops at approximately $24.00. The textbook should has a reasonable price where it easy to be bought. Analysis The book’s content arrangement shows a transition from simple to complicated issues. For example, it starts with the human body parts, then clothing, food, world, and school. The arrangement enables the learner learn what is most basic in all life spheres. The book also uses the examples of practical tools that will enable a student transit from the basic naming of nouns to complex use of them in a sentence. For example, the book starts with the naming of the human body parts in the first section. It then goes to the use of the articles "a/an" while referring to the body parts, their singular and plural forms, and the use of other related articles (Lane, 2009: 4). Conclusion The book’s approach of teaching English as a second language to beginners is by presenting simple basic vocabulary before moving to complicated ones. It entails the use of simple vocabulary that the learners could grasp easily to enable them learn the complicated English concepts. However, the textbook lives to its intentions through its examples and content since it starts from the most basic vocabularies and add other words on it to form a more complicated phrases and sentences. I would use the book easily and happily as an ESL teacher because of its structure that helps students learn basic things before learning the complex ones. In addition, the images used in the exercises make the learning process easier. References Lane, R. R. (2009). Lane's English as a second language. Stanford, Ca: Lane Press. Read More