Time Distribution in English for Iraq of Intermediate Schools: An Analysis of the Syllabus
DOI:
https://doi.org/10.31185/lark.Vol3.Iss51.3148Keywords:
Time distribution syllabus design evaluation English for IraqAbstract
It is undeniable that time, as a factor of consuming, has its impact on TEFL. This awareness has led the researcher to conduct his current study, entitled Time Distribution in English for Iraq of Intermediate schools: An Analysis of the Syllabus. This study deals with the syllabus of English for Iraq in terms of time distributed to achieve a single lesson. It aims at specifying the time needed for doing a single lesson. That’s why two questions has been put forward to be answered. Accordingly, it is hypothesized that a large number of activities are suggested to be taught in limited period of time in a lesson.
Two scientific procedures have been adopted to verify the hypothesis of study. These are a survey and a classroom observation. The data has been collected depending on the criterion of the teacher’s guide. The analysis of the data has shown that there a random distribution of the activities designed to achieve the goals of the process of TEFL and time needed for that. That’s to say, no accurate distribution of the period of time represented by minutes has been noticed. Thus, a number of points has been highlighted by the conclusion which this study has arrived at.
References
References
Abu-Ghararah, A. (1986). "An Analysis of the English Language Curriculum in the Pubic Secondary Schools of Medina, Saudi Arabia'. Unpublished Ph. D Dissertation, University of Southern California.
Brown,J.D & Rodgers,T.S (2002). Doing Second Language Research. Oxford University press, p289.
Cleveland, H., Mangone, G.J., & Adams, J.C. (1960). The overseas Americans: A report on Americans abroad. New York: McGraw-HilI
Collin, L., Halter, R. and Spada, N (1999). "Time and the Distribution of time in L2 Instruction". TESOL Quarterly Vol. 3, No. 4, Winter.
Cunningsworth, A. (1984). Evaluating and Selecting EFL Teaching Materials. London: Heinmann.
Dembester, F. (1988). “The Spacing Effect: A Case Study in the Failure to Apply the Results of Psychological Research”. American Psychologist, 43(8), 627-634).
Els, T., Theo Bongarts, Guus Extra, Charles Van Os and Ann-Mike Janssen-Van Dieten (1984). Applied Linguistics and the Learning and Teaching of Foreign Languages. London: Edward Arnold
Ibtisam, H. F. (2017). “Evaluating the English textbook: English for Iraq for the 2nd Intermediate Stage”. The Islamic Educational Journal, 23, (99), 1-22.
Macmillan English Dictionary: (2006:1456)
Nelson, Ian. (1995). Time Management for Teachers. London: Biddles Ltd, Guildford and King's Lynn.
Rohrer, D. (2015). “Student Instruction Should be Distributed over Long Time Periods”. Educational Psychology Review, 27(4), 635-643.
Serrano, R. (2011). “The time Factor and Compact Course Development”. TESL Canada Journal, 7(1), 11.
Serrano, R. (2011). "The Time Factor in EFL Classroom Practice" in Language Learning 61: 1 (117-145).
Seliger, H., and Elana Shohamy (1989). Second Language Research Methods. Oxford. Oxford University Press.
Stoltzfus, M and Sukseemuang, P. (2018). "Distribution of Instructional Time in Secondary, Non-Intensive Thai EFL Classes: Effects on Grammar Acquistion" in Elctronic Journal of Foreign Language Teaching, 2018, Vol. 15, No. 2, pp 322-337.
Downloads
Published
Issue
Section
License
Copyright (c) 2023 Lect.Dr. Ahmed Muhsen Mashkour , Lect. Majid Dakhil Hammadi
This work is licensed under a Creative Commons Attribution 4.0 International License.
