Implementing a Text-Based Approach
Phase 1: Building the Context
The students:
• Are introduced to the social context of an authentic model of the text type being studied
• Explore features of the general cultural context in which the text type is used and the social purposes the text type achieves
• Explore the immediate context of situation by investigating the register of a model text which has been selected on the basis of the course objectives and learner need.
An exploration of register involves:
• Building knowledge of the topic of the model text and knowledge of the social activity in which the text is used,
e.g., job seeking
• Understanding the roles and relationships of the
people using the text and how these are established and
maintained, e.g., the relationship between a job seeker and a prospective employer
• Understanding the channel of communication being used, e.g., using the telephone, speaking face-to-face with
members of an interview pan.
Context-building activities include:
• Presenting the context through pictures, audiovisual materials, reality, excursions, field-trips, guest speakers, etc.
• Establishing the social purpose through discussions or surveys, etc.
• Cross-cultural activities, such as comparing differences in the use of the text in two cultures
• Comparing the model text with other texts of the same or a contrasting type, e.g., comparing a job interview with a complex spoken exchange involving close friends, a work colleague or a stranger in a service encounter.
Phase 2: Modeling and Deconstructing the Text
The students:
• Investigate the structural pattern and language features of the model.
• Compare the model with other examples of the same text type.
Phase 3: Joint Construction of the Text
In this stage:
• Students begin to contribute to the construction of whole examples of the text type.
• The teacher gradually reduces the contribution to text construction, as the students move closer to being able to control text type independently.
Joint-construction activities include:
Teacher questioning, discussing and editing whole class construction, then scribing onto board or overhead transparency
• Skeleton texts.
• Jigsaw and information-gap activities.
• Small-group construction of tests.
• Self-assessment and peer-assessment activities.
Phase 4: Independent Construction of the Text
In this stage:
• Students work independently with the text.
• Learner performances are used for achievement assessment.
Independent construction activities include:
• Listening tasks, e.g., comprehension activities in response to live or recorded material, such as performing a task, sequencing pictures, numbering, ticking or underlining material on a worksheet, answering questions
• Listening and speaking tasks, e.g., role plays, simulated or
authentic dialogs.
• Speaking tasks, e.g., spoken presentation to class, community organization, or workplace.
• Reading tasks, e.g., comprehension activities in response to written material such as performing a task, sequencing pictures, numbering, ticking or underlining material on a worksheet, answering questions.
• Writing tasks which demand that students draft and present whole texts.
Phase 5: Linking to Related Texts
In this stage, students investigate how what they have learned in this teaching/ learning cycle can be related to:
• Other texts in the same or similar context
• Future or past cycles of teaching and learning
Activities which link the text type to related texts include:
• Comparing the use of the text type across different fields
• Researching other text types used in the same field
• Role-playing what happens if the same text type is used by people with different roles and relationships
• Comparing spoken and written modes of the same text type
• Researching how a key language feature used in this text type is used in other text types
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