THE RELATIONSHIP BETWEEN TEACHING MATERIALS AND LEARNING OUTCOMES : CASE STUDY OF A COURSE TAUGHT TO CHINESE NATIONALS WORKING IN SINGAPORE

Abstract

This dissertation attempts to examine, through a case study, the extent to which learning outcome is determined by form.al instruction or/and exposure. The learners in the case to be studied are a group of Chinese nationals working as nurses in Singapore. The course under discussion is the Proficiency Course in English for Foreign Nurses. Chapter 1 of the study provides the background of the controversy between Krashen and Long over the relative effects of formal instruction and exposure on learning outcomes. The concepts of "acquisition" and "learning" in Krashen’s argument are defined. Similarly, the definitions of a "focus on form'' and a "focus on forms" pertaining to Long's argument are also discussed. The controversy is about whether overt attention to grammatical items or features along with an engagement in communication has the effect of enhancing the total acquisition that takes place in learners. Krashen’s position is that any such overt attention to grammar results only in a separate, conscious form of knowledge unrelated to acquisition while Long's position is that it increases the pace and quantity of acquisition itself. Therefore, the main concern of this research is to see what learners have acquired in the Proficiency Course and to what extent this acquisition can be attributed to the formal instruction part of the course. Chapter 2 describes the Proficiency Course in English for Foreign Nurses in detail, giving information about the students, the course, the teachers, materials used on the course, and the pre and post tests taken by the students. Chapter 3 discusses in some detail what constitutes formal instruction and exposure. It describes the distinctive features of formal instruction and states two requirements necessary for an activity to qualify as formal instruction. The two requirements of formal instruction are adopted from Ellis, but the first requirement is broadened for the purpose of this study. Chapter 3 goes on to classify the activities on the course as formal instruction or exposure based on the requirements. Chapter 4 looks at the results of the tests to determine what learning outcomes took place. This is done by looking at the scores of the pre and post tests given to the students. After analyzing and comparing the means, standard deviations and t-values of the scores, it is found that there has been an improvement in students' performance. Chapter 4 continues with the question of whether the learning outcome is attributable to formal instruction or exposure, by matching the language items in the test with the materials used on the course. If a language item did appear in the course materials, it has to be ascertained whether that part of the course represented formal instruction or exposure as discussed in Chapter 3. Chapter 5 sums up the findings of the study and the implication these could have on the design of future English Language courses for foreign professionals working in Singapore. Chapter 5 also draws attention to the limitations of the study, especially resulting from the pre and post tests, and future directions that further research could be done to circumvent these limitations.