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Volume 5 September Issue 2 2018 INTERNATIONAL JOURNAL OF HUMANITIES AND CULTURAL STUDIES ISSN 2356-5926 Evaluating of a Teaching Intervention Cont ributing to Airline Agents and Customers’ Communication in Famagusta-Cyprus Momen Yaseen M.Amin University of Human Development, Iraq Eastern Mediterranean University, Famagusta, Cyprus Saeid Saadatmanesh Eastern Mediterranean University, Famagusta, Cyprus Abstract The purpose of the present monograph is to design a curriculum for those who buy airplane tickets (customers) and those who sell them (airline agents) in different airline agencies in the city of Famagusta in northern Cyprus. In other words, this study intends to contribute to their interactions which are in English. The study follows the Nation and Macalister (2010) “language curriculum design” as the framework and, in order to make it more comprehensive, tries to follow the steps of the curriculum design introducing by them in detail. In this regard, the researcher takes environmental analysis, needs analysis, principle (used to design the curriculum), goals, content and sequencing, format and presentation, monitoring, assessment, evaluation, approaches to curriculum design, are into consideration. Finally, a sample unit/module with the teaching materials, exercises, etc., reflecting what the researhcre has planned is provided.Because the outcomes in different context is different, it is impossible for this design to be backward. Therfore the researcher, in this project, starts from goals and analyze the needs (of the customers and the agents), and finally will design the curriculum accordingly. In addition, the course design follows the Brumfit’s (1985) “syllabus with holes in it” because 10 minute of each session is determined for more practice and fluency in the skill. Keywords: curriculum development; customer; airline agent. http://www.ijhcs.com/index.php/ijhcs/index Page 146 Volume 5 September Issue 2 2018 INTERNATIONAL JOURNAL OF HUMANITIES AND CULTURAL STUDIES ISSN 2356-5926 Section one 1. Context The research aims to design a course for the airline agents and the customers who buy tickets from those agents in the city of “Famagusta” in Northern Cyprus. The reason why the researcher has chosen this city is because the best university in Cyprus (according to the world rankings) is located in this city and many students from about 80 different countries travel to northern Cyprus to study in Eastern Mediterranean University (EMU) in the city of Famagusta. Therefore there is always a large amount of people traveling from Famagusta to many countries and coming back from many countries to Famagusta. Thus most of the travellers are the students who study in the city of Famagusta and the airline agencies deal with a lot of students from different L1 (first languages). The second groups of travellers are tourists. Famagusta city, also, has a very clean air and beautiful beach and a lot of tourists visit this city per year for holiday. Famagusta is a city on the east coast of Cyprus. It is the capital of the Gazimağusa District of Northern Cyprus. It is located east of Nicosia, and possesses the deepest harbour of the island. More detail about context is mentioned in “setting” part. 2. Environmental analysis 2.1 Environmental constraints In this project, in order to find out the environmental constraints, the researcher has divided the participants into customers and agents (learners), teachers, and situation. 2.2 Customers and agents Age To design a course for the travellers (tourists and students), different features of the customers and agents (learners) have been taken into consideration. In this regard, firstly, the features of the learners are so important and necessary. However, usually it is the students and parents who buy and reserve the tickets, therefore both the agents and customers are adults. Consequently, the activities, tasks, and topics in the classroom will be organized in a way that is suitable for adults. Participants’ knowledge The next step is to find out what the learners know. This could also help the teachers organize the activities in the classroom (ex. whether to use teacher-centered or student-centered activities, whether to translate to the first language or not) in a more efficient way. In this study, learners are so heterogeneous, but according to the goals of the curriculum, the curriculum will benefit all of them in a way that those with low proficiency levels will learn from the syllabus and those with high proficiency level will organize their knowledge. Specific purpose The course design in this project is already English for specific purposes, therefore it cannot be considered as constraint in the project. However the purpose of the customers and the sellers are different and this issue has been taken into consideration. http://www.ijhcs.com/index.php/ijhcs/index Page 147 Volume 5 September Issue 2 2018 INTERNATIONAL JOURNAL OF HUMANITIES AND CULTURAL STUDIES ISSN 2356-5926 Different ways of learning Regarding the issue that different learners learn English in different ways, the researcher has used highly motivating activities and the way the course designed is in a way that if some learners preferred not to attend the class regularly, they would benefit from the course and achieve the objectives of the course. Different ways of learning is different from different learning styles which will be discussed later. 2.1.2 Teachers Throughout the course design, the researcher has also provided some activities for the teachers to overcome learners’ constraints. In addition, some other materials have been introduced to the teachers to make them feel confident in their use of English. Finally, in order to make sure that the teaches have enough time to prepare themselves before entering to the class, the homework activities with the answer keys are given to them. 2.1.3 The situation The classroom should not be so big that the students be far from each other and have difficulty hearing each other and it should not be so small that hinder group work activities. When the teacher has group work task, he/she should change the chairs and arrange it in a way that is similar to the airline agencies. In order for the teachers and the learners not to run out of time, the goals are staged with time limitations. The learners have a certain amount of time to perform a set of tasks. For example, the first task for a customer is to greet with the agent when he or she enters the office. Some of the learners buy their tickets from the same agency several times, therefore the format of greeting will be different after the first visit. The agents themselves, in order to feel happy to see the customers again, should be able to greet in different ways after the first visit. Resources The researcher, while designing the course for airline agents and customers in Famagusta, has provided individualized material. That is, customers and agents with different characteristics and learning styles would benefit the course the most. Generally, the resources include the course file designed by the researcher, listening tasks (conversation and short videos), reading and writing. Significance of this design It is worthy to design a course for travel agencies and the customers who buy the tickets from them in Famagusta. The reason is that a lot of students come to this city to study in EMU university and many tourists also travel to this city to visit its’ beautiful beach, therefore they communicate with the agencies in this city to book their tickets. 2.2 Wider aspects of the situation The following wider aspects of the situation (Dubin&Olshtain, 1986) have been taken into considerations: http://www.ijhcs.com/index.php/ijhcs/index Page 148 Volume 5 September Issue 2 2018 INTERNATIONAL JOURNAL OF HUMANITIES AND CULTURAL STUDIES ISSN 2356-5926 1) The language setting 2) Patterns of language use in society 3) Group and individual attitudes The course has been designed in 2015 and the learners (with different levels), during one semester, are supposed to attend 16 sessions including 90 minutes for each. Three airline agencies in Famagusta are chosen for this course design. Two of most important and well known agencies are located in front of the university gate. The third one that is selected for this project is beside the petrol station before the white mosque. Regarding the pattern of language use in Famagusta, this city is a place with an increasing population because of commerce, tourism and migration in addition to its existing multi-communal structure (Backhaus, 2007). According to the group and individual attitudes of the learners which was interviewed by the researchers, learning English for the purpose of reserving, buying, and selling airplane tickets is highly prominent in the context of Famagusta. 2.3 Constraint of time The researcher, in this project, has determined a specific period of time for the course semester to achieve the required goals. In this regard, the amount of class time available is 1440 hours and in order to achieve the goals of the course, one should devote half of this time on learning out of the class to review the covered lessons at least once. Finally, according the time proposed time, the customers are supposed to be able to communicate (greet, reserve ticket face to face or on phone, reserve the tours, and discuss about the conditions of the flight). Environmental constraints, in this project, are approached through two ways (Nation & Macalister, 2010): the researcher, in some cases, has limited the goals of the course to fit the available time. Accordingly, he has worked within the constraint and picked the most frequent and necessary language items. However, in some other cases, the researcher has overcome the constraints and has provided more self-study options for work to be done outside of class time. 3. Needs analysis 3.1 Different focuses Two types of needs analysis, namely target needs and learning needs (Huchinson& Waters, 1987)are introduced at the beginning and more detail about needs analysis are discussed in the following sentences. Regarding the target needs (what the learners need to do in the target situation), th e customers are supposed to be able to easily communicate (reserving tickets and tours) to the airline agencies. Accordingly, the researcher has looked at the necessities, needs, and wants. The results are as following: a) The students are not supposed to do any writing tasks (because it is not necessary). b) The customers usually are not able to maintain the conversations with the airline agents and sometimes they have difficulty in comprehending them, because some words are new for them (lacks). http://www.ijhcs.com/index.php/ijhcs/index Page 149 Volume 5 September Issue 2 2018 INTERNATIONAL JOURNAL OF HUMANITIES AND CULTURAL STUDIES ISSN 2356-5926 c) The customers themselves wish to be able to discuss with the agents and ask for more detailed information about the flights (wants). Regarding the learning needs (what the learners need to do in order to learn), different tasks of listening comprehension (listening to different customer agent conversation) and speaking are determined for the learners. In addition, the way to perform those tasks is determined as well. There is no reading comprehension for the learners, but they get familiar with different ticket samples and tour brochures. 3.2 Investigating needs The researcher, in order to find out the needs, has used a structured set of questions and interview. However, because of some serious limitations, needs analysis has done mostly through interview. Accordingly, one agent, 12 tourists, and 20 students were given a self-report questionnaire and the researcher had a thirty minutes interview with each agents and the customers. The needs of the customers are are as following: a) Meeting the agents b) Greeting for the first and second and more than second times c) Ask for the prices d) Ask for different times e) Ask for types of flights f) Bargaining g) Discuss about the luggage weigh limitations h) Discuss about the services i) Discuss about different facilities of the tours The needs of the agents are as following: a) Meeting and welcome those customers that are going to buy ticket from them for the first time b) Greeting the customers who come after first time c) Explaining the prices d) Explaining different times e) Explaining different types of flights f) Explaining the luggage weigh limitations g) Explaining the services that they will receive during the flight and after they arrived to the destination h) Explain the facilities of the tours 3.3 The evaluation of needs 3.1 Needs identified Three distinct needs were identified in the course design: http://www.ijhcs.com/index.php/ijhcs/index Page 150 Volume 5 September Issue 2 2018 INTERNATIONAL JOURNAL OF HUMANITIES AND CULTURAL STUDIES ISSN 2356-5926 language use on the job Needs language to greet and welcome 3.2 Reliability, validity, and practicality of the needs analysis The researher makes sure of the reliability of the needs analysing by using standardised tools that are applied systematically. Forexample, rather than just observing people, the researcher has systematised the observation by using a checklist and interview. The needs analysis of the design is highly valid because the researcher, in order to gather the data, has visited the agents and interviewed them in real world. In adidtion, in order to increase the validity of the design, the researcherasked the agents about the customers’ needs and the results were compared with those of the customers’ answers. Finally, through a checklist, it was asked from 3 other agents, 36 other students, and 22 other tourists from Kasakhstan and Russia who came for summer school whether those needs are realistic or not. The researcher did his best to analyse the learners needs in a realistic and practical way. Acordingly, while interviewing and giving the checklists, he tried not to occupy too much of the learners’ and teachers’ time. In adition, the results of the analysis is easy to underestand and clear. http://www.ijhcs.com/index.php/ijhcs/index Page 151 Volume 5 September Issue 2 2018 INTERNATIONAL JOURNAL OF HUMANITIES AND CULTURAL STUDIES ISSN 2356-5926 4. Content 4.1 Special discourse The main needs in this regard are oral styles that are fulfilled through different online videos that are designed in the syllabus. The content (frequent vocabulary and syntax), which will be discussed later, is designed accordingly. 4.2 Frequent items The content of the course is designed according tothe Nation and Macalister (2010) course evaluation. Accordingly, the most frequent words and structures in the airline agencies are accumulated in the course design. To make this happen, the researcherhas observed and recorded several conversations in the airline agencies (online and face to face) and finally compared them to the frequent words of travelling in English vocabulary in usebook (elementary, pre intermediate, upper intermediate, and advanced). Some of the words that were not used in the real conversation of the agents and the customers were removed in the course design. 4.3 Strategies Two learning strategies are sugested in the design. They are “peer interaction strategies” and “coping strategy”. Peer interaction strategies helped the learners to memorize the common words and retrieve them easier, and coping stratgy (inferring vocabulary from context) helped the learners overcome the situations in which they come across new vocabularies. Accordingly, the students are supposed to make a conversation in a pair work form and repeat it every session. Also, in the tasks, the students sometimes use the words from the book English vocabulary in use that was not mentioned in the main result and the interlocutors are supposed to guess the meaning of those words from the context. 4.4 Repetition The main language item in this design is vocabulary and structure. Therefore the learners need to repeat the new vocabularies and structures in different tasks and every session. To achieve this, each session, the previous vocabularies and structures are included in the lesson plan. That is, the learners repeat the vocabularies and structures taught in the first session for 16 times. The most frequent items are included in very beginning sessions. 4.5 Specified features of language Those language structures that are regular and generalizable are chosen as the content of the syllabus. For example, in order to be able to greet in different ways, the learners are supposed to learn some formulaic structures and phrases, and substitute the words in them. 4.6 Sequence The structure is sequenced according to the psychological complexity of that structure (Pienemann et al., 1988). The psychological complexity of a structure depends on the amount of rearranging that is needed when the message that the speaker wants to communicate is expressed in language. The teachability hypothesis says that teaching cannot change the sequence in which the structures are learners. The sequence if the structure in the course design is as following: http://www.ijhcs.com/index.php/ijhcs/index Page 152 Volume 5 September Issue 2 2018 INTERNATIONAL JOURNAL OF HUMANITIES AND CULTURAL STUDIES ISSN 2356-5926 a) Single word and formulae (in greeting mostly, ex. Hello, Hi again, Good afternoon, May I have a sit?) b) SVO (+ adverb preposing) c) Topicalization (ex. tes I want this) d) Negative e) Wh. Question f) Active and passive 5 Format and presentation 5.1 Four strands of the language The available time for the learners that is determined in the course design, as mentioned previously, is 1440 hours.In a session, that is 90 minutes, the teacher is supposed to divide the the class time to four parts, namely, meaningful input, focus on language, meaningful output, and fluency (such as repetition activities). Accordingly, 20 minutes is considered for each strand and 10 minutes left is used for more repetition. 5.2 Motivation The teachers are supposed to behave and teach in a calm and appropriate way. In order to do so, a pleasant and supportive atmosphere in the classroom is needed. In this regard, the students should feel that the teachers are there for them and he/she is available to answer all of their questions passionately. Furthermore, the teachers should make the classroom a unified and cohesive classroom. 5.3 Differences in learning styles The learners, in this course design, approach activities in a variety of ways. For example, the teacher should work with the learners both individually and in group work; the teacher should teach fast and slow (not always fast and not always slow); the teacher should not present the lesson orally, sometimes he/she needs to write some notes on the board; the teachers should consider that some learners learn practically and some others through understanding, the teacher should not control the class all the time there sometimes should be a negotiated process. 6 Monitoring The researcher incorporated the Ellis’ taxonomy of corrective feedback while designing this course. Any time that the learners perform a task in the classroom, the teacher should continuously provide written and oral feedback. The teacher is supposed to provide different corrective feedbacks. In order for the class not to be boring, the teachers should always use different varieties of feedbacks. The following typology of the corrective feedback is proposed by Ellis (2009) that is an effective source for the teachers to be familiar with those feedbacks. http://www.ijhcs.com/index.php/ijhcs/index Page 153 Volume 5 September Issue 2 2018 INTERNATIONAL JOURNAL OF HUMANITIES AND CULTURAL STUDIES ISSN 2356-5926 6.5 Implicit feedback 6.2.1 Recast The corrector incorporates the content words of the immediately preceding incorrect utterance and changes and corrects the utterance in some way (e.g., phonological, syntactic, morphological or lexical). For example: L: I went there two times. T: You’ve been. You’ve been there twice as a group? 6.1.2 Repetition The corrector repeats the learner utterance highlighting the error by means of emphatic stress. For example: L: I will checked the flight for you. T: I will checked the flight for you. L: I’ll check the flight for you. 6.1.3 Clarification request The corrector indicates that he/she has not understood what the learner said. For example: L: I am reserve a ticket. T: What? 6.6 Explicit feedback 6.6.1 Explicit correction The corrector indicates an error has been committed, identifies the error and provides the correction. For example: L: On May. T: Not on May, In May. We say, “It will start in May.” 6.6.2 Elicitation The corrector repeats part of the learner utterance but not the erroneous part and uses rising intonation to signal the learner should complete it. For example: L: I’ll come if it will not rain. T: I’ll come if it ……? 6.2.3 Paralinguistic signal The corrector uses a gesture or facial expression to indicate that the learner has made an error. For example: L: Yesterday I go cinema. T: (gestures with right http://www.ijhcs.com/index.php/ijhcs/index Page 154 Volume 5 September Issue 2 2018 INTERNATIONAL JOURNAL OF HUMANITIES AND CULTURAL STUDIES ISSN 2356-5926 forefinger over left shoulder to indicate past) In addition to the corrective feedback provided to monitor the learners’ performance, when focusing meaning-based output, the teacher should be careful that each learner has the opportunity to produce language. 7 Assessment Proficiency test is not suggested in this design. The reason is that those with lower proficiency will learn from this syllabus design and those with high proficiency will organize their knowledge. The teacher is required to give quiz after four sessions to be able to reflect on the progress of the learners. 8 Goals and sequencing content The main goal of the course is to provide the learners the necessary resources to perform well in airline agencies and reserve their favorite flights or tours. Therefore function is the unit of progress in the course design. The goals of the course are simply displayed in the following figure: Greetin g express what you want ask questio ns compre hension answer ask for detail getting things done The content of the course is sequenced according to Bruner’s (1962) spiral curriculum. Accordingly, the major items of the course are covered several times during the semester. http://www.ijhcs.com/index.php/ijhcs/index Page 155 Volume 5 September Issue 2 2018 INTERNATIONAL JOURNAL OF HUMANITIES AND CULTURAL STUDIES ISSN 2356-5926 9 Evaluation I order to make sure of the effectiveness of the course, it is evaluated through different perspectives (Nation &Macaliste, 2010). a) The researcher has gathered the data in the city of Famagusta and therefore the course exactly suit the environment in which it will be used. b) The content of the course is designed according to the needs of the students, therefore the course meets the needs of the learners. c) The movement in format and presentation has been from practice to theory (goals to principle, therefore the course apply sensible principles of teaching and learning. d) The content of the course is beneficial for both high and low proficient learners. High proficient learners can organize their previous knowledge and low proficient students can learn from the course. e) Different learning styles of the learners have been taken into consideration, therefore it attracts a lot of them. f) The course covers four strands of language, therefore it leads to a lot of learning. g) 9.1 Steps in evaluation There are some steps that the research has considered while evaluation of the course design: a) who the evaluation is for (those who benefit from it) b) the usage of results (help the customer and agents communicate meaningfully and benefit from the conversations happening between them) c) available time and money (better communication would lead to more customers and more discounts) 9.2Summative evaluation The type of evaluation of the course design is summative. That is, the researcher has made a summary or judgement on the quality or adequacy of the course. 10 Principles Audio lingual method and communicative language learning are two main method that the teachers are supposed to use. 10.5 Audio lingual method The audio-lingual method is a style of teaching used in teaching foreign languages. It is based on behaviorist theory(Fries, 1945) which professes that certain traits of living things, and in this case humans, could be trained through a system of reinforcement and repetition. Charles C. Fries, the director of the English Language Institute at the University of Michigan, the first of its kind in the United States, believed that learning structure, or grammar was the starting point for the student. In other words, it was the students' job to orally recite the basic sentence patterns and grammatical structures. The learners, in this course design, are supposed to repeat the words and the structures at the very beginning sessions of the semester. They substitute the words of the sentences and http://www.ijhcs.com/index.php/ijhcs/index Page 156 Volume 5 September Issue 2 2018 INTERNATIONAL JOURNAL OF HUMANITIES AND CULTURAL STUDIES ISSN 2356-5926 repeat them again and again and finally receive feedback from the teachers.After this step, and after are able to articulate the worlds and structures and comprehend their meanings, they become ready to communication tasks and get things done. Communication language learning (CLL) is the method that is implied after the learners are familiar with the dictation and pronunciation of the words and structures. 10.6 Communicative language learning (CLL) Community language learning (CLL) is language-teaching method in which students work together to develop what aspects of a language they would like to learn. It is based on the Counseling-approach in which the teacher acts as a counsellor and a paraphraser, while the learner is seen as a client and collaborator. The CLL emphasizes the sense of community in the learning group, it encourages interaction as a vehicle of learning, and it considers as a priority the students' feelings and the recognition of struggles in language acquisition (Curran, 1969). When the learner got familiar with the surface structure, it is time to use them to make meaningful conversation and get things done. 10.7 Ideology and rationale behind the course design According to the interview that the researcher did, those learners who are highly proficient in English, believe that the agents in Famagusta need to improve their English to higher levels. They believe that they should know some more necessary words and structures rather than just greeting and telling the type and time of the flights. Those learners say that usually we are not satisfied of our flights because of the agents’ lack of ability to explain correct and in detail about the flight. For each step of the course design there is a rationale that is discussed in the following sentences: The rationale of Audio lingual method:repetition is beneficial in a way that it could increase the ability of the mind (considering mind as muscle) and help the learners to retrieve their implicit knowledge easier (Kachroo, 1962; Saragi et al., 1978). The rationale of communicative language learning:when there is a meaningful converasation task, the focus is mostly on the quality of learning, and according to the “levels of processing hypothesis” (Craik and Lockhart, 1972), the most important factor in learning is the quality of mental activity in the mind of the learners at the moment that learning takes place. The rationale of choosing highly frequent items: If the learners need to learn English for specific purposes, they should learn the most sensible words and structures accordingly. They should learn merely the words needed but move from the highly frequent ones to the less frequent ones. If they learn the most frequent words and structure at the beginning, because the syllabus is spiral, they would learn the most necessary and needed items efficiently. Consequently, they would have a successful communication that would lead to the customer and the agent satisfaction (Hindmarsh, 1980). So “learn what you need”. http://www.ijhcs.com/index.php/ijhcs/index Page 157 Volume 5 September Issue 2 2018 INTERNATIONAL JOURNAL OF HUMANITIES AND CULTURAL STUDIES ISSN 2356-5926 The rationale of considering learning strategies while designing the course: Good language learners have their own language strategies and if we want our students become successful language learners we should introduce those learning strategies to them. The philosophy autonomous learning assumes that everybody is free to learn something in any way he/she likes (Wong, 1983; Naiman et al., 1996). The rationale of spaced retrieval in this course design: The rationale behind spaced retrieval is the same as audio lingual method because in both cases they appraise the benefits of repetition. What’s more, the learners need time to comprehend the already learned knowledge. The rationale of teachability in this course design:in learning structure, there is a sequencing system that learners follow while learning and teaching cannot change the sequence in which the structures are learned. Based on this, and based on the fact that the psychological complexity of a structure depends on the amount of rearranging that is needed, it is better to sequence the structures in a way that teaching becomes more efficient (Pienemann, 1988). The rationale of following four strands of language learning:The rough rule of thumb is that on average roughly equal time should be given to each of the four strands of language learningin the total experience of the learner (Nation and Macalister, 2010). The rationale of considering motivation:Two broad philosophies, rational and behavioral, differ in their foundational beliefs about human nature. Rational philosophy assumes that people are able to make assessments of their surroundings, and recognize and work towards goals (implicit motivation). In contrast, behavioral philosophy assumes that all behaviors are learned, and that people are not able to recognize goals and work towards them. Behaviors are shaped by the reinforcement that is received (explicit motivation) (Motivating employees, (n.d.). In Peninsula Builders Exchange. Retrieved fromhttp://www.constructionplans.org/motivatingemployees.htm) The rationale of different corrective feedbacks: unless the teachers do not reflect on the learners’ performance, how would they know about their progress and mistakes (Ellis, 2009)? When the learners learn language differently (group vs. individual, speed, medium, representation of information, etc.), they need different feedbacks accordingly (Ellis, 2009). 11 The suggested module The entry of the design is goal (backward syllabus) and other factors are analyzed accordingly. http://www.ijhcs.com/index.php/ijhcs/index Page 158 Volume 5 September Issue 2 2018 INTERNATIONAL JOURNAL OF HUMANITIES AND CULTURAL STUDIES ISSN 2356-5926 compreh ension greeting (Good morning , Good afternoo n, or Good evening; It’s nice to meet you or P leased to meet you; How have you been?; How can I help you; welcome ; welcome back express what you want (I want a ...ticket; Do you have any flight for ....?; I want to get to the destinati on by....;I want to leave here at...; I want a round/si ngle ticket; I want to go/come back at...; ask question s (Do you have a cheaper one?; what is the luggage limitatio n?; (compre hending more complex sentence s such as: will it be ok if I bring 40 kg baggage ?; between 1st of july and 5th of july; is it ok if you stay for 2 hours in Istanbul ?; there is a discount in this flight; servide is included ) http://www.ijhcs.com/index.php/ijhcs/index answer well you have to pay 10 dollar for every extra kilo; there is a cheap flight in that period; yes it's ok) ask for detail (tourists ) getting things done Page 159 Volume 5 September INTERNATIONAL JOURNAL OF HUMANITIES AND CULTURAL STUDIES ISSN 2356-5926 Issue 2 2018 Section 2: a sample module from week one to week four is introduced in this section Week 1 session one topic: greeting situation: as a new customer/ as an old customer new words session two topic: greeting (including previous session+new lesson) and express what you want situation: as a new customer/ as an old customer (more complex) grammatical and functional components Previous grammatical and functional components + new ones online listening homework of session one In session one, conversation (greeting), new words, and listening are covered. greeting is covered thorough four strands. Accordingly, at first, different forms of greeting, for new and old customers, are written on the board by the teacher. They are as following: New customer Conversation one C: hello Ms./Mr. good morning A: good morning my friend, how can I help you? C: I want a ticket to Tehran please A: Sure http://www.ijhcs.com/index.php/ijhcs/index Page 160 Volume 5 September Issue 2 2018 INTERNATIONAL JOURNAL OF HUMANITIES AND CULTURAL STUDIES ISSN 2356-5926 Conversation two C: hi, good afternoon A: hello! Welcome to our airline agency, please have a sit! C: thank you very much, I just want to check the ticket price A: to where? C: to Istanbul A: let me check C: thank you Then the students should work them in pair work and repeat them (drill). The suggested time is 7 minutes, because this task is one subcategory of meaning-focused input and we have two other meaning-focused input which leads to 7 minutes for each. Then the teacher introduces the new words, they are as following: Map, customer, timetable, luggage, passport, return/single ticket, … . Finally the students will listen to an online conversation in which the link is quoted in the bellow. https://www.youtube.com/watch?v=gmEYLMakQ4k The teacher writes the text of the conversation on the board and the students are supposed to memorize them for the next session. In session two the process is the same as process one but more items are added to the course. For example, the following conversation is added in the second session: For the new customer C: Hello Ms/Mr. A: O hi sir/Ms, how can I help you? C: I want a ticket from Ercan to Tehran, in 20 th of august, could you please check the price for me? A: Sure, please, have a sit (smiling) Week 2 http://www.ijhcs.com/index.php/ijhcs/index Page 161 Volume 5 September Issue 2 2018 session three INTERNATIONAL JOURNAL OF HUMANITIES AND CULTURAL STUDIES ISSN 2356-5926 session one and two + different types of tickets new/old customers session four quiz session one, two, and three A new type of conversation will be added in week two, that is, conversation between the old customer and the agent. C: Him Ms. Myor A: Hi Radi, how is everything? Welcome back! C: thank you, like always, I want a ticket from Ercan to Berlin A: OK, let me check which one is the cheapest…there is a cheap flight for you, but I don’t think you would like it C: why? A: because your luggage will not be transited to the Berlin, you should deliver it in Istanbul C: O no, please check the cheapest one with the luggage transition A: OK, there is one for 800 Tl C: that’s ok A: please give me your passport C: sure In session four the students continue this conversation and add the following sentences: A: how are you going to pay? C: like always, I’ll pay cash In addition, in session four, the students will get familiar with the flight ticket and the new words in the ticket will be introduced as the necessary words of week two: http://www.ijhcs.com/index.php/ijhcs/index Page 162 Volume 5 September Issue 2 2018 INTERNATIONAL JOURNAL OF HUMANITIES AND CULTURAL STUDIES ISSN 2356-5926 http://www.ijhcs.com/index.php/ijhcs/index Page 163 Volume 5 September Issue 2 2018 INTERNATIONAL JOURNAL OF HUMANITIES AND CULTURAL STUDIES ISSN 2356-5926 ATLASJET HAVACILIK A.Ş. EskiHalkali Cad. No:5/B Florya ISTANBUL Tel: 0 (212) 663 20 00 Fax: 0(212) 663 27 51 Büyükmükellefler V.D.: 3300184822 web: www.atlasjet.com email:atlas@atlasjet.com CALL CENTER / ÇAĞRI MERKEZİ: 0850 222 00 00 TAHRAN MERKEZ OFİS: 0098 21 8888 00 11 ACENTA / DUZENLENDIGI YER SHABAVIZ PARVAZ (IRAN) IATA CODE:KK / 17.02.2014 08:17 6102424121743 PASSENGER NAME / YOLCUNUN ISMI SAEID SAADATMANESH (ADLT) AIRLINE DATA / PNR: H5646A ENDORSEMENT / RESTRICTIONS: Economy Plus ELECTRONIC PASSENGER TICKET / ELEKTRONIK YOLCU BILETI Flight Date From To Departure Arrival Class Status Baggag Uçuş No Tarih Nereden Nereye Kalkış Varış Sınıf Durum Bagaj KK6571 19.02.2014 TAHRAN ISTANBUL (Ataturk) 05:30 07:10 KK1012 19.02.2014 X ISTANBUL (Ataturk) ERCAN 09:30 X 11:00 X: Transfer N.V.B. : Not Valid Before / İ.G.Tarihi : İlk GeçerlilikTarihi http://www.ijhcs.com/index.php/ijhcs/index Page 164 OK 30KG Volume 5 September Issue 2 2018 INTERNATIONAL JOURNAL OF HUMANITIES AND CULTURAL STUDIES ISSN 2356-5926 N.V.A. : Not Valid After / S.G.Tarihi : Son GeçerlilikTarihi Your fare details/ ÜcretDetayları: Fare / Ücret: 202 USD SN. SAEID SAADATMANESH Taxes, Fees, Charges / Vergi, Harç, Masraf: 17 USD 0 USD Surcharge / Harç: Payment Type / Ödeme Tipi: NakitDolar Total / Toplam: Firm Name / Firma Adı: SF / HizmetBedeli: Grand Total / GenelToplam : 219 USD 35 USD - (Tax Base / VergiMatrahı : 0 USD) Tax Office-Tax Number / VergiDai - (0 USD Tax is included to the tickets fare / KDV BiletBedelineDahildir.) Address/Adres: - 254 USD (219USD) Week 3 http://www.ijhcs.com/index.php/ijhcs/index Page 165 Volume 5 September Issue 2 2018 session five INTERNATIONAL JOURNAL OF HUMANITIES AND CULTURAL STUDIES ISSN 2356-5926 week one and two complex conversation tasks session six reviewing session five working on homework of session five more complex listening tasks homework for session six More complex conversation: The new customer: C: Hello Ms./Mr. A: Hi sir/Ms, welcome to our agency, how can I help you C: I want to to buy a ticket but I am not sure whether I have enough money with me or not A: Then let me change the prices for you….where do you want to go? C: To Nigeria, Zaria A: when? C: Next week A: (while waiting)…would you like anything to drink? C: No thanks I’m good A: OK…the cheapest flight for the next week is 1900 TL return C: No Ms/Mr. I want a single ticket A: Then the price would be 1000 TL C: That’s good, please reserve it for me A: Sure…please give me your passport C: There you are A: how are you going to pay it? C: Credit card A: Alright…could you inter you password? C: Sure A: Here you are… have a safe trip and nice to meet you…I hope to see you again C: Thank you…nice to meet you too In addition to the conversation, the listening was more complex as well: http://www.ijhcs.com/index.php/ijhcs/index Page 166 Volume 5 September Issue 2 2018 INTERNATIONAL JOURNAL OF HUMANITIES AND CULTURAL STUDIES ISSN 2356-5926 https://www.youtube.com/watch?v=X56vLEYKBqE https://www.youtube.com/watch?v=vjaCjVAy-sE Session six is the review of session five, but the teacher writes down the conversations of the listening and the students are students are supposed to role play them in week four. Week 4 session seven session eight Role play quizz reviewing week one, two, and three doing the excercise of English vocabulary in use (intermediate ) as the homework the tasks and conversation s gets more complex review session seven new new listening vocabularies convesation to are reserve a tour introduced In session seven, the learners role play the listening conversation of the previous session and then the items covered in previous sessions are all reviewed again, the new complex conversation is taught through an online conversation in the flight agency: https://www.youtube.com/watch?v=zkieQSzK9hY The learners, in this session, get familiar with the tour brochures, here is an example: http://www.ijhcs.com/index.php/ijhcs/index Page 167 Volume 5 September Issue 2 2018 INTERNATIONAL JOURNAL OF HUMANITIES AND CULTURAL STUDIES ISSN 2356-5926 Summary The movement and main units of the design is displayed in figure bellow: goals environment analysis needs analysis evaluation content format and presentation sencequence http://www.ijhcs.com/index.php/ijhcs/index Page 168 Volume 5 September Issue 2 2018 INTERNATIONAL JOURNAL OF HUMANITIES AND CULTURAL STUDIES ISSN 2356-5926 References Amin, M. Y. M. (2017). English Language Teaching Methods and Reforms in English Curriculum in Iraq; an Overview. Journal of University of Human Development (UHDJ), 3(3), 578-583. Amin, M. Y. M. (2017). Communication Strategies and Gender Differences; A case study. International Journal of Humanities and Cultural Studies (IJHCS) ISSN 2356-5926, 4(3), 226-238. Amin, M. Y. M., & Rahimi, A. (2018). Challenges Faced by Novice EFL Teachers. International Journal of Humanities and Cultural Studies (IJHCS) ISSN 2356-5926, 5(1), 149-166. Amin, M. Y. M. (2018). The Effectiveness of “Training Course for English Teachers In Iraqi Kurdistan” and Improving Teachers’ Confidence. International Journal of Humanities and Cultural Studies (IJHCS) ISSN 2356-5926, 5(1), 137-148. Backhaus, P. (2007). Linguistic landscape: a comparative study of urban multilingualism in Tokyo. Clevedon-Buffalo-Toronto: Multilingual Matters Ltd. Pp. x, 158. Brunfit, C. (1985). English as an international language: what do we mean by “English”, in language and literature teaching: from practice to principle. Oxford: Pergamon Press. Craik, F. I. M., &Tulving, E. (1975).Depth of processing and the retention of words in episodic memory.Journal of Experimental Psychology, 104, 268-284. Curran, C. A.(1969). Counseling, psychotherapy, and the unified Person.Journal of Religion and Mental Health, 58, 49-51. Dubin, F., &Olshtain, E. (1986).Curriculum design. Cambridge: Cambridge University Press. Ellis, R. (2009). A typology of written corrective feedback types.English Language Teaching Journal, 63, 97-107. Fries, C. (1945).Teaching and learning English as a foreign language. Ann Arbor: University of Michigan Press. Hindmarsh, R. (1980). Cambridge English lexicon. Cambridge: Cambridge University Press. Hutchinson, T. & Waters, A. (1987). English for specific purposes. Cambridge: Cambridge University Press. http://www.ijhcs.com/index.php/ijhcs/index Page 169 Volume 5 September Issue 2 2018 INTERNATIONAL JOURNAL OF HUMANITIES AND CULTURAL STUDIES ISSN 2356-5926 Kachroo, J. N.( 1962). Report on an investigation into the teaching of vocabulary in the first year of English. Bulletin of the Centural Institute of English, 2, 67-72. McCarthy, M., & O’Dell, F. (1999). English vocabulary in use: elementary. Cambridge: Cambridge University Press. McCarthy, M., & O’Dell, F. (1999). English vocabulary in use: upper-intermediate and advanced. Cambridge: Cambridge University Press. Naiman, N., Fröhlich, M., Stern, H.H. &Todesco, A. (1996). The good language learner. Montreal: Ontario Institute for Studies in Education. Nation, I.S.P., & Macalister, J. (2010). Learning curriculum design. London: Routledge. Pienemann, M., Johnson, M., & Brindly, G. (1988). Constructing an acquisition-based procedure for second language assessment. Studies in Second Language Acquisition, 10, 217-243. Redman, S. (1997). English vocabulary in use: pre-intermediate and intermediate. Cambridge: Cambridge University Press. Wong F. L. (1983). The language learner as an individual: implications of research on individual differences for the ESL teacher. In Clarke, M. A.&Handscombe, J. (eds), On TESOL ’82, 157–173. http://www.ijhcs.com/index.php/ijhcs/index Page 170