4.5.4. Constraints
Constraints that I raise here concern different views my
informants provided as to what could prevent sound integration of TV materials
into English teaching and learning at the NUR. Focus is directed on lecturers
who are primarily responsible for effective implementation of principles
governing use of TV in the language class. Two out of three interviewed
lecturers agreed on one central problem: recurrent power cuts in the Butare
province where NUR is also situated. This is a hindrance for both students and
lecturers. On the one hand, lecturers need to preview materials they have to
bring to class as their teaching materials and on the students' side, they are
required to watch the prescribed TV programmes as take-home assignments.
Fortunately, this problem will be dealt with by the government.
The next section deals with an examination of English
programmes at the NUR especially in relation with provisions they make in terms
of promoting use of audiovisuals or TV materials for the benefit of second year
English students. Observations that I make after the analysis, along with
findings from questionnaires and interviews will help me in laying out
recommendations for further action.
4.5.5. Analysis of the content
of academic English programmes at the NUR.
The first aim of this analysis is to locate the first and
second year English courses within the content-based model of language
teaching. The second aim is to see to what extent the current programme
provides for the use of TV materials in the English class. The third one deals
with how TV materials are to be used. These are the primary criteria presented
as a checklist in Chapter Three.
To begin with, the first criterion seeks to see the extent to
which the contents of some courses are consistent with a content-based model of
language teaching. As an illustration, when one looks at the contents of
Listening Comprehension I (LENG 0401104/see Appendix E) you notice that
students are expected to cover some theories on several points such as
listening for gist, listening for specific details to name just a few. In other
words, the language learners are expected to acquire English through listening
to and watching TV broadcasts (see aims of the course: familiarise students
with listening for general information) and at the same time learn necessary
skills to enable them to achieve these objectives (i.e. to listen for gist).
Another example that is more appropriate concerns
Conversational English I (CENG 041104) where students are required to have a
detailed theoretical basis on the sounds of English, on a comparison between
British and American varieties of English (see contents) In fact, this course
aims, among other things, at phonemic accuracy, that is the correct production
of English phonemes (i.e. English sounds like vowels) (see aims of the course).
Besides, this course is organised around the correctness of presentation and
practice of English features. Generally speaking, this model of language
teaching emphasises using language (i.e. English) as a medium for studying
subject matter (e.g. English phonemes) and this is done in line with the
learners' needs (i.e. CENG I is a prerequisite to other courses such as English
phonology the students have to study later in third year).
The second criterion (that mainly concerns this study) leads
me to examine if the use of TV in the English class is an integral part of the
building of this programme. When I look at the contents of LENG I and II, it is
clearly stated that listening comprehension courses of the two years envision
the use of audiovisual media. For instance, objectives of LENGI stipulate that
the course aims at familiarising students with listening for specific and
general information and in the last place it also aims at listening and
watching English programmes on TV and recorded documentaries.
The third criterion, that is directly connected to the second
one, tests the content of the English course in terms of promoting language
tasks and/or activities that support language acquisition by means of TV. In
this respect, one can notice that objectives of some courses match or correlate
with the practical part of it. This is why in LENG I, practice serves as an
opportunity for the learners to do listening exercises that include various
language teaching materials, radio and TV broadcasts, various recorded
speeches, etc. Similarly, practical activities in LENG II are designed around
different authentic materials such as documentaries on TV, video-films etc.
Another remark worth making relates to the significant portion of hours devoted
to practical works in the programme. LENG I & II are given substantial time
for practice of the different points handled in theory (i.e. LENG I has 45 h
and LENG II, 30 h) which is an encouraging input. As Skehan cited by Richards
(2001: 161) argues, success in tasks is evaluated in terms of achievement of an
outcome, and tasks generally bear some resemblance to real-life language use.
Actually, one cannot pretend to learn a language without enough exposure to
authentic materials that provide learners with a major source of contact with
the language.
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