Kinds of Curricular Material Used
Video tapes (accompanying textbook or video lessons) |
5 |
Other video (films, television programs, videotapes) |
27 |
Audio tapes (accompanying textbook or audio lessons) |
4 |
Other audio (music, radio programs, listening comprehension
exercises) |
15 |
Authentic broadcast or print material (newspapers,
magazines, ads, broadcast news) |
14 |
Realia (maps, menus, visa forms, phone books, tickets,
programs/schedules, etc.) |
10 |
Photographs/Slides/Pictures/Transparencies |
7 |
Literature (children's books, poetry, prose, folk
tales) |
10 |
Workbooks |
3 |
Lessons/exercises (from supplementary texts) |
5 |
Handouts (created by the instructor) |
7 |
Songs/music |
6 |
CD-ROM |
4 |
Materials on the Internet (e-mail, Web, etc.) |
7 |
Computer-based (exercises, writing tools, or other
software) |
4 |
Other Responses
Foods, odors, games using the target language, interviews with native speakers,
in-class guest speakers.
Summary
Most responses indicate that instructors try to use
a variety of material to supplement (or replace) the textbook. The most common
supplementary materials seem to be films, television programs and other video
materials, as often as possible in the target language. Audio tapes containing
music, radio programs, or listening comprehension exercises are also commonly
used, as are :
- authentic broadcast or print media such as news programs, newspapers,
magazines and advertisements;
- photographs, slides and pictures;
- literature; and
- realia.
Some reported using published workbooks, some collect
lessons and exercises from other texts, and some create their own handouts.
One respondent is developing a CD-ROM, and one Dutch instuctor has compiled
a sort of "textbook" with exercises, video clips, and readings gleaned
from various sources.
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