Revista Contexturas, n° 24, p. 136 - 153, 2015.

ISSN: 0104-7485

(RE) THINKING THE ORAL PRODUCTION ACTIVITIES IN

ENGLISH COURSEBOOKS1

Katia Bruginski MULIK2

Universidade Federal do Paraná

Karina Aires Reinlein FERNANDES3

Pontíficia Universidade Católica do Paraná

ABSTRACT

The aim of the following article is to analyze a coursebook verifying if the activities
help student’s oral ability development and promote the real usage of the language.
As a result, we identified that even the recent edition of the coursebook is still
focusing on the written which plaster the students on the oral communication.

1
This article is a modified English version from a text with the same title published
at XI Congresso Nacional de Educação Educere, II Seminário Internacional de
Representações Sociais, IV Seminário Internacional sobre Profissionalização
Docente. Curitiba, 2013. p. 16876-16890.
2
Master degree in Linguistics by Federal University of Paraná; studies group
member at Federal University of Paraná, University of São Paulo and Federal
Institute of Paraná; research areas: language studies, teacher education, literacies and
analysis of language learning materials. Acts as English teacher in public schools.
Email: katiamulik@yahoo.com.br
3
Master degree in Linguistics by Federal University of Paraná; research areas:
languages, cultures and identities, teaching and learning. Specialist in Modern
Languages Teaching. Acts as English teacher in public schools. Teacher and
coordinator in Núcleo de Línguas at Pontifícia Universidade Católica do Paraná.
Email: kar_aires@yahoo.com.br

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KEYWORDS: Oral production. Coursebook. English teaching.

RESUMO

O objetivo deste artigo consiste em fazer uma análise de um livro didático

verificando se suas atividades auxiliam os estudantes no desenvolvimento de sua
comunicação oral e se aproximam dos usos da língua dentro das diferentes práticas
sociais. Concluímos nossa discussão mostrando que mesmo a edição mais recente
do livro analisado ainda se prende muito à escrita para promover o
desenvolvimento da oralidade, o que, por sua vez, acaba engessando os alunos em
suas produções orais.

PALAVRAS-CHAVE: Produção oral. Livro didático. Ensino de inglês.

1. Introduction

When we reflect on the English language in the current scenario

considering the status of lingua franca or international language, we realize
that "the world is compelled to learn English. This idea is supported in
countless promises associated with the prestige of being able to
communicate in the global language, now seen as a passport to career
success" (SIQUEIRA 2012, p. 315). Beyond it is a fact the increase demand
for English courses focused on the development of the oral skill, as the uses
of language in negotiations between other professional activities.
For a long time the teaching of a second language, mainly with the
advent of the communicative approach in the mid-60s and 70s, used to
demonstrate that the kind of knowledge which was put on evidence was
related to grammatical and structural rules and "exercise and 'drills'
invariably would lead the learner to fluency the acquisition" (SILVA, 2007,
p. 337). Exercises based on repetition of structures certainly did not bring
favorable results to the learner in the development of oral proficiency.
Some examples of oral activities presented in coursebooks do not
corroborate to the development of the student’s communicative abilities.
Some activities only offer ready dialogues to practice new structures and/or
increase the oral performance through repetition of predetermined structures.
However, for the student to express himself naturally, it is important to leave
the stage of imitation and repetition of models because in their natural
environment, they will not experience closed models of communication.
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According to Mendes (2007, p.130) teaching a language is not

limited to handling of forms and rules, but "a communication tool, a passport
that the student can use in different social environments and cultural contexts
than his own." The student's necessity to communicate orally in a second
language and to understand that coursebooks are a useful tool in teaching
practices are the motivation of reflecting on some models for oral activities
in these kinds of materials. The aim of this article is to check if the activities
which take part of a specific coursebook promotes or tries to bring real
communicative orally situations or just reproduce ready-made structures and
empty dialogues.
In this article we analyze how the English File Third Edition
coursebook works concerning the development of the oral communication
skills analyzing if the activities designed bring examples of real language
contexts in use. Firstly we present the role of the coursebooks in formal
education and discuss some aspects related to the development of oral skills
in the foreign language classroom. Secondly we make a brief presentation of
the book analyzed and then carry on about how communication activities
and speaking skills are worked. Finally, we present our final remarks
regarding the problematizations identified in our analysis.

2. Theoretical fundamentals

This section offers a review of the literature related to the role of the
coursebooks in the language teaching and some aspects involved in the oral
production.

2.1 The role of the textbooks in the language teaching

The coursebooks are one of the most popular tools used in teaching
and work as “main resource of cultural and linguistic input offered to the
learner, as well as the basis for a major portion of the practice of the
classroom” (SIQUEIRA, 2012, p. 322). The coursebooks can be useful to
establish the table of contents to the teacher, to plan the lessons and to
structure the course. Besides, the coursebooks help the students for a better
comprehension related to their own learning process because it is possible to
verify the ongoing of what is being teaching and establish learning goals. On
one hand, some teachers prefer to follow strictly all that is offered in the
material so in the way they will not cause gaps in the learning process
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(Xavier and Souza, 2008). On the other hand, some teachers prefer to use
and produce their own materials or to appeal to authentic materials as
magazines and newspapers using the coursebook sporadically. Silva (2009,
p. 59) advocates that:

the unchangeability of the coursebooks and

consequently the security supposedly supplied by
this material are simply a non-existent construct
because each classroom which uses certain book
may obtain different results. Or, the same
coursebook used in the same learning community
at different times may present different results.

Although there are several resources available for language teaching,

the coursebook is still the main primary resource for many teachers. For this
reason, it is indispensable to analyze what is being offered in this kind of
material considering if it is appropriate to the learning context, the class
profile, the learning goals, and etc. The teacher must assume the role as a
mediator between the coursebook and the teaching, whereas this professional
is not always consulted when choosing the material (some schools produce
their own teaching materials) or in some situations the coursebooks chosen
are not compatible with the conception of language and teaching that the
teacher believes. All of this can induce a negative relation between the
teacher and the coursebooks.
The teacher’s mediation is done mainly through the adaptation and
the exclusion of some activities suggested. The coursebook is an important
link between knowledge and learning (sometimes it is the central element of
the learning) and assumes an authority position because " Its legitimacy is
based on the belief that it is keeper of the knowledge to be deciphered,
people assume that the coursebook contains a truth enshrined to be
transmitted and shared" (SOUZA, 2011, p. 27). Facing this legitimacy, the
teachers give credit on the way the activities and the contents are designed
and how they are organized, which is commonly arranged in levels of
complexity. Indeed the coursebooks can help the learning process but they
can discourage the students and the whole process. Souza (2011) mentioned
an example that one of the most common complaints is the fact of the “to be
verb” is being used to start a new English course or to be reviewed in the
table of contents in the majority of the coursebooks. This gives the
impression that there was no progress in learning.

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2.2 Aspects related to oral production

The oral communication involves some aspects beyond the linguistic

ones, in other words, paralinguistic elements as Shumin (2002) presents,
which are gestures, body language, corporal posture, facial expression, apart
from those aspects there are the ones which are inherent to the speaking such
as intonation, discursive aspects and etc. That is why it is important that the
teacher asks some questions to himself/herself: Which aspects affect the oral
communication of my students?; which aspects are really needed to an
effective communication?; in which way can adult learners improve their
oral skills? (c.f. Shumin, 2002). From this reflection the teacher can establish
and provide strategies to help students in the development of oral skills and
the proficiency in English language.
Shumin (2002) puts in evidence four aspects related to oral
communication which affects the learning in the adult age: age or
maturational constraints, aural medium, social, cultural and emotional
factors. Related to the first aspect, the author mentions the crystallization or
the fossilization which generally occurs when adult learners try to acquire a
foreign language. It consists of a difficulty in eliminating deviations and
common mistakes which makes the learner to block the learning. The aural
medium is the second aspect which is treated by Shumin. She argues that the
communication progress consists of a social responsive practice, in other
words, someone speaks, wants to be heard and desires to be answered.
Therefore, if the participants of the social practice do not have a mutual
comprehension, the communication can be impaired. The third aspect is
concerned to the language usage in a social interaction. The speakers have
different backgrounds (culture, beliefs, and opinions). Moreover, it involves
a lot of aspects presented in nonverbal communication system, and if there is
no openness and receptivity to the one who is trying to communicate the
learner may feel frustrated and discouraged and it can block the
conversation. The last aspect is related to affective factors, the emotions, the
anxiety and the attitudes towards language that can explain the failure of
some students who end up having fear of exposure.
To Guimarães (1997) adults bring in their background feelings,
emotions and beliefs about learning; these beliefs influence their learning
inside and outside the classroom; adults are generally more worried about
their learning goals than with the program offered by the course. Some
adults have already had frustrations while learning a second language, so the
teacher should be sensitive to these negative experiences.
According to Canele and Swain (1980) there are areas of knowledge
which comprises the development of communicative competence: linguistic
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competence, sociolinguistic competence, strategic competence, and

discourse competence. The first area is related to morphological, syntactic,
semantic and phonological knowledge; the second area involves the
knowledge of language use and its variants, social rules of usage and the
different functions of language in different contexts; the third constitutes of
the speaker's ability to deal with situations of non-understanding, absence of
structural and lexical knowledge to achieve effective and understandable
communication and the last one is regarded to the knowledge about the
appropriateness of speech in formal and informal situations, elements of
textual cohesion and coherence and the different types of texts.

COMMUNICATIVE
COMPETENCE

Picture 1 - Areas of knowledge which comprises the development of

communicative competence
Source: adapted from Shumin (2002) based on Canale and Swain (1980)

Some aspects in the second language acquisition are tied to natural

learning system, in others words, to the experience with real or similar to
real communication without a pre-established standard activities. We mean
that the learner must have access to language through activities designed to
simulate real communicative situations and not only artificial ones. Students
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may feel discouraged when they cannot communicate when their listeners
give them a different response from the one trained in a classroom.
Larsen-Freeman (2000 p. 129) explains that, during communication,
the speaker has the chance to choose who he will speak to and in which way.
However, usually the exercises presented in the coursebooks are very
controlled, requiring the student to use certain structures or chunks. Thus,
the student ends up not having choices of speech and no real exchange with
his colleague, and consequently no effective communication.
Nunan (2003 p. 48) states that among the 4 skills required to learn a
second language - listening, speaking, reading and writing - many people
mention that the most difficult one would be the speaking, as this skill
happens in real time. When we teach a second language we must have to
consider that to know a language is more than knowing the structure and the
grammatical rules. The knowledge of how the language is used in specific
contexts is essential. The students need to develop some strategies to be
successful in their learning process, in addition, the teacher must pay
attention to some particularities of the adult learner.

3. Methodology and analyses

3.1 Presentation of the coursebook

The chosen book to be analyzed here was the English File Third
Edition (OXENDEN 2012) by Oxford. The material choice was made by the
familiarity of one of the authors with it, because it is used where she works.
At this moment, we will present the book widely to give the reader a better
look at the material. Later on, we will talk about the aspects related to the
oral activities proposed by the book.
The teacher's book mentions that the main goal of its new edition is
to make the relationship between the teacher and his students more friendly
through the renew activities proposed. The book considers that for the
students to speak in English with self-confidence, he needs some tools:
grammar, vocabulary and pronunciation (GVP), and on this new edition
(launched in 2012) these three elements are being considered on the same
level of importance. Therefore, each lesson focuses on these three factors,
placing the concrete learning goals and promoting the feeling of progress on
the students.
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On the grammar field, the book tries to make clear the contexts that
will engage the students through stories about real life, humor and thriller.
Besides a grammar bank which gives the students some facility to access the
rules, audio examples and the most common mistakes sample, there are at
least two practical exercises to each grammar point in each didactic unit.
Each unit is always initialized with a text and/or new vocabularies to
insert the grammar point later on, this way it is implicit on the unit
presentation. Besides presenting a fast application of the grammar point on
the initial page of the unit, the student can reinforce it at the grammar bank
(see picture 2).

Picture 2 - Example of grammar work given by the book

Source: English File Third Edition (2012)

About the vocabulary, each lesson focuses on a high range of it and

lexical common areas, but it keeps a realistic load. The vocabulary is always
introduced in a simple way on the unit pages of the book, giving the
possibility of discussion of them, so the students can increase their English
lexical through the vocabulary bank, which helps to present and practice it in
the classroom, giving an audio model of each word, and providing a clear

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reference, this way, the students can revise and auto check any moment they
want to.
Related to the Pronunciation, the book clarifies that with a foreign
language always comes challenges of how the students should speak the new
vocabularies, mainly on the sound and spelling relation, silent letters and
weak forms. Possibly, the students that have already studied with this
material will be familiar with the unique system of pictures and sound (see
picture 3) which is utilized by the book. This system presents one example
of an ordinary word so the students can identify and produce the studied
sound, and the pronunciation focus is presented on each lesson, helping on
the students' pronunciation and further on the grammar and vocabulary
issues.
Still related to the pronunciation, the book represents the sounds
with pictures based on a specific phonetic transcription. For example, when
it is being studied the sound /i:/, the book shows a picture of a tree, with its
trunk, where it is shaped the letter /i/, so the student can relate the drawing
with its transcription and sound. On this kind of activity, the book proposes
that the students talk about specific questions where some abbreviations
appear on the questions, for example: ‘Do you have an iPod or MP3 player?’

Picture 3 -Example of pronunciation work given by the book.

Source: English File Third Edition (2012)

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This kind of activity agrees with what Koerich (2002) defends, once
the relation between audio, visual and gestural information is promoted in
the early learning, it helps the speakers to acquire a polimodal
representation, which will help the acquisition of new vocabularies and
pronunciation assimilations. On the adult age, the pronunciation acquisition
suffers a bigger challenge and due to that, "the older learner has a difficult
task of breaking automatized parameters (perceptual, motors, psychological,
cognitive or sociocultural) from the long practice of the L1 and have new
parameters (L2) from the new language stimulus" (KOERICH, 2002, p 241).
About the oral abilities, we can perceive that each lesson from the
book has one speaking activity which tries to activate the grammar, the
vocabulary and the pronunciation previously studied. The activities are
thought to help the student to notice his own progress, showing that the
number of situations that he can communicate effectively is growing.
Regarding the communication activities we authors question whether
the book really works with contextualized or not activities for students to
practice and use the language In their professional and routine practices
students will have to use language based on what they learned in classroom.
If such activities do not take into account the context and production of the
use the language, probably they will not have consistent vocabulary input for
such communicative purpose.

3.2 Oral production activities suggested by the coursebook and

discussion

To our analysis we tried to identify in the coursebook which were

the most repeated oral activities. The book presents activities to be done in
pairs (titled as: Work in pairs, Ask and answer the questions, Role play,
Communication) apparently to the practice of new structures. For example,
if the subject studied was: word order in questions, the student will have to
fill in some questions on the correct order and then ask and answer those
questions with a pair (colleague, partner), having the goal of finding
something that he has in common with his partner. This kind of activity
gives the student opportunity to practice new structures, but at the same time
it plasters and limits the usage of the language, because in a regular
conversation, the questions and the answers should flow naturally, since we
do not have a script to follow daily, differently from the questions suggested
by the coursebook.
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Picture 4 - Example of pair work given by the book

Source: English File Third Edition (2012)

Another task designed by the book is called role-play, entitled this

way by the book and explored in this text. In one activity of this type, the
student watches a scene in which the character is staying at a hotel where he
has to call the reception to complain about a room problem; the student has
to practice the same structure of the presented dialogue, but replacing by the
problem of his room. Again, this dialogue gives the possibility of a new
structure repetition, but leaves the student restricted, because, if this situation
was a real one and the student really was in a room hotel with a problem,
would he know how to solve his problem if the hotel receptionist answered
him differently from what he was trained in the classroom?

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Picture 5 - Example of role-play given by the book.

Source: English File Third Edition (2012)

We believe that this activity is entitled as role-play by the

coursebook in the sense of giving the student the opportunity to simulate a
situation, which he could imagine himself on the situation and act what he
would say to the hotel receptionist if he had a room problem. But this
simulation allows the student to use only the structure given by the
coursebook, so the student could change one or another vocabulary referred
to his problem.
Yet, Ferreira (2008) believes that role-play is a task which a real
communicative context is simulated and the students put into practice
functional roles while they interpret it, expressing and negotiating meaning
to reach the task goal. With this point of view, the proposed activity should
follow different steps on its communicative proposal. The first step would be
to question the students about their lives, if they have already been in a hotel,
if they have already had a problem to solve, how was the hotel, which
facilities it had, at last, the students would firstly get familiar with the
situation and bring it to his daily life through the mediator act from the
teacher.
The second step would be to handle to half part of the class a paper
with information of someone who works as a hotel receptionist, and the
student would be this person.

For example, you are Jill, 35 years old, married,

with three children and today your youngest son
was not feeling so well, because of that you did not
take him to school and left him with your mother-
in-law (who does not like to help in these cases).
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Because of your worry, you are not in a good

mood today, and yet, the responsible for the
technological issues (who works at the hotel) did
not show up today... Besides some extra
information.

The second half of the class would receive a piece of paper with
information of a business person that travels a lot. Exemplifying,

You are Chris, 40 years old, single, really focused

on your job, that is why you do not stay one minute
without working, and as the hotel you are in
promised you an advanced internet, you did not
worry about making your presentation previously
and decided to do it in the hotel, but when you got
into your room, you realized that you did not have
internet access, that is why you called the hotel
reception to try to solve your problem.

Notice that the students do not have a strict structure to follow, they
have a problem to be solved, and they will have to use their knowledge to try
to solve the problem, considering emotional and social factors which are
involved in the situation, besides the linguistic one.
After receiving their roles, the students could solve their doubts
about new vocabularies and any other question about how to perform the
activity. After that, the students would gather together in pairs and try to
solve their problems through a dialogue. At this moment, the teacher will not
interfere on the communication between the students, making the role as a
listener, collecting data for future discussions. When finishing the
conversation between the students, the teacher could bring back some
language usage with them. If there is the necessity, it is possible a new
application of the role-play (students' communication).
Another speaking activity presented by the book is a conversation
proposal on which each student would have to read a story and after that tell
the story to his partner. This kind of activity is related to a real situation to
the students, because in our daily life we are always telling stories to each
other; it is obviously that when we tell a story, we know all the details, we
do not need to support ourselves in a book to remember the details, and yet,
we dominate, or even know the appropriated vocabulary to the report.

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Picture 6 - Example of rebelling a story given by the book.

Source: English File Third Edition (2012)

The book also presents a Communication section, which is

composed by communicative activities in which the students gather in pairs.
On these pages, the students are oriented to go to different pages of the book
to talk, always having some differences on their activities. One example of
this activity: one student is oriented to go to page 100 to describe a picture to
his friend and his friend is going to draw it. On this way they can practice a
previously worked structure (description of a picture through the usage of
the present continuous tense and preposition of place). The other student,
oriented to go to page 106 will have a different picture and will have to do
the same task, this way, each student will draw a picture (according to what
he has been described) and the students would verify if they could
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communicate in a way which his partner was able to understand and draw a
picture the most similar to the original one.
When we analyze this activity, we notice that in our daily life, it is
very common to describe pictures and paintings to someone, proving that
this communicative activity is related to the student's routine. It is obviously
that when the students perform this activity, the student will still continue to
rely on the coursebook because the picture is unknown to him, and he will
have to look at it many times to be able to describe it, what is different from
the real life, in which the picture/painting is on his memory.

Picture 7 - Example of picture description given by the book.

Source: English File Third Edition (2012)

What we can conclude with the analysis of the book is that the oral
activities are still too related to the use of chunks and pre-determined
structures and that many designed tasks do not evidence situations close to
the students’ reality. There are no drills, but the "suggestions" of the
questions to be filled on the conversations on most of the exercises. It

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contributes for the student the need of the structures, so they do not have the
opportunity to try to explore other inputs of the language. This is a little bit
worrying, because the book has a meaningful number of students and having
its new edition reformulated recently, this aspect should already have been
already materialized.

4. Final remarks

This paper aimed to discuss the oral activities production designed in

the English File Third Edition coursebook and their similarity with real
situations and language context used by the students. What we can state is
that the coursebook proposes several activities which help in the
development of the oral and communication skills, but these activities are
still much attached and closed to the written being away of concrete
communicative situations.
As the coursebook is a powerful tool of learning, it is essential that
the teacher provides some moments on which the students can reflect upon
this material. So, we agree with Souza (2011b, p. 102) when she argues “that
is difficult to assess the degree of effectiveness and efficiency of a
coursebook if we do not take into account the conditions of its production, of
its preparation and its use." Therefore, we, as teachers and researchers have
to "analyze the potential diversity of techniques presented in the materials,
develop new techniques and test them to question their beliefs about
teaching and learning of oral communication in second language, test
hypotheses and keep the discussion going” (KOERICH, 2002, p. 246).
Although the classroom is not the ideal place for the acquisition of a
second language, especially under the aspects of the acquisition of oral skills
it is not possible to admit that even nowadays with all these research
developments and theoretical approaches which brings new ways of treating
and looking at the language education the teaching in the "eyes of
behaviorism" (KOERICH, 2002, p. 236). As teachers we need to analyze
carefully and critically the coursebooks to our classroom to minimizing the
negative effects on learning.

Recebido em: 14/03/15

Aceito em: 12/04/13

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