Textbook Adaptation

Text를 adapting하여 사용해야 할 경우가 있기 때문에 textbook adaptation에 관해서 발췌한 내용을 조금 적어두겠습니다.

1. Reasons for adapting

- Not enough grammar coverage in general.

- Not enough practice of grammar points of particular difficulty to these learners.

- The communicative focus means that grammar is presented unsystematically.

- Reading passages contain too much unknown vocabulary.

- Comprehension questions are too easy, because the answers can be lifted directly from the text  

   with no real understanding.

- Listening passages are inauthentic, because they sound too much like written material being read 

  out.

- Not enough guidance on pronunciation.

- Subject matter inappropriate for learners of this age and intellectual level.

- Photographs and other illustrative material not culturally acceptable.

- Amount of material too much or too little to cover in the time allocated to lessons.

- No guidance for teachers on handling group work and role play activities with a large class.

- Dialogues too formal and not representative of everyday speech.

- Audio material difficult to use because of problems to do with room size and technical equipment.

- Too much or too little variety in the activities.

- Vocabulary list and a key to the exercises would be helpful.

- Accompanying tests needed.

2. Textbook Adapting Principles and Procedures

- Adding, including expanding and extending: 

Materials are supplemented by putting more into them, while taking into account the practical effect on time allocation.

- Modifying, including rewriting and restructuring: 

(1)Rewriting: To relate activities more closely to learners' own backgrounds and interests, introduce models of authentic language, or set more purposeful, problem-solving tasks where the answers are not always known before the teacher asks the question.

(2)Restructuring: To change the structures.

- Simplifying:

(1) Simplifying sentence structure is reduced or a complex sentence is rewritten as a number of simpler ones, for example by the replacement of relative pronouns by nouns and pronouns followed by a main verb.

(2) Simplifying lexical content, so that the number of new vocabulary items is controlled by reference to what students have already learned.

(3) Simplifying grammar structures. For instance, passives are converted to actives; simple past tense to simple present; reported into direct speech.

- Reordering: 

To put the parts of a coursebook in a different order.