Understanding Reading Activity Design In EFL Materials

Taking two sets of widely used EFL(English as a foreign language)materials for Grade 8 from China:English8(A and B)of Beijing Normal University version(English8 BNUP)and from South Korea:Middle School English? of((?))(?)(MSE2)as the targets,the study attempts to make a comparative analysis towards all the reading activities from nine similar-topic pairs(eighteen reading lessons)through the major research methods of textual analysis as well as comparative analysis.The analysis framework has been prepared by incorporating Tomlinson's principles for EFL materials development and the NECs(National English Curriculum)of the two countries.The activities will be investigated from six perspectives:(a)distribution and presentation of the pre-,the while-and the post-(PWP)reading stages;(b)objectives;(c)the relationship between text topics and reading activity design;(d)how the NEC of the two countries impact on reading activity design;(e)how language knowledge is instructed and what reading skills are involved;and(f)the integration of the four skills(listening,reading,speaking and writing).Findings from the research may suggest:(a)The two sets of materials both adopt the PWP reading model,while MSE2 follows a clearer and more fixed format of presentation and distribution;on the other hand,English8A and 8B BNUP are of greater diversity.(b)Although the two sets of materials present different forms in various activities,the objectives behind are somewhat similar.(c)Text topics do not well affect activity design as both the two sets of materials embed topics into activities.(d)The two sets of materials both follow their own NEC standards well and indicate their differences in reading activity design and the specific reading skills involved.(e)With regard to instruction of language knowledge and the reading skills,the two choose the divergent ways:MSE2 adopts an inexplicit way to expose students to the authentic language with abundant scaffolding while English8A and 8B BNUP apply more explicit approaches when instructing vocabulary,grammar and reading strategies aiming to help students foster their overall language ability,(f)As for the integration of the four skills,MSE2 focuses more on reading-writing transfer rather than reading-speaking transfer while English8A and 8B BNUP make full use of the reading text and activities to foster students' input-output transfer both in oral and written ways.Some possible pedagogical implications from the study include:(a)Arrange reading activities with a proper quantity,diversified forms,close linkage and an increasing level of difficulties during the PWP reading stages to help students activate their schema,arouse their reading interest,clear their reading obstacles and practise reading skills.(b)Make adaptation to maximise materials.Such adaptation includes "reducing,adding,omitting,modifying and supplementing";and adequate scaffolding should be offered to students whenever necessary.(c)Make full use of reading texts and activities in the materials and try to integrate the four skills in a reading lesson to help students improve their overall language application ability as required by the NEC.