Abstract
Numerous studies have tested and verified the potential of cyclical presentation of materials in developing proficiency and achievement in various contexts. None of them, however, have explored language teachers’ perceptions of cyclical presentation of materials. Since teachers’ perceptions may catalyze or nullify the effect of this approach, this study aims at exploring experienced language teachers’ perceptions through the reformulated grounded theory (Stauss & Corbin, 1990). Using non-probability sampling procedures, fifteen experienced teachers, both male and female, were selected from the population of language teaches teaching in junior high schools of Shahrood, a major city in Semnan province, Iran. Iterative data collection and analysis and the constant comparative techniques yielded “Merits of Cyclical Presentation” and “Suggestions for Practice” as the two main categories each subsuming some propositions. Among other things, the emerged propositions revealed that cyclical presentation: helps students internalize materials; reduces students’ level of stress and tension; serves a remedial function; and increases students’ motivation. Since the syllabus imposed by central agencies is linear in nature, participants suggested down-to-earth techniques to modify the syllabus and pave the way for cyclical presentation of materials where possible. The findings have clear implications for language teachers, syllabus designers and language learners.
Highlights
A review of empirical findings clearly shows that cyclical presentation of materials is far more effective than the linear presentation; central agencies and commercial curriculum developers and syllabus designers impose their linearly-organized materials on language classes in different contexts
While the cyclical presentation of materials may be inherently more effective than linear the traditional approach the organizes and presents materials in a linear fashion, language teachers’ taught processes and perceptions may catalyze or nullify its potential; this study aims at exploring experienced teachers who are willing to share their perspectives, perceptions and experiences of the cyclical approach to materials and methods of language teaching
Compared with theory-driven studies that aim at hypothesis testing, this studies yielded a set of propositions which reflect the merits of cyclical presentation of materials over the traditional approach which presents materials in a linear fashion
Summary
A review of empirical findings clearly shows that cyclical presentation of materials is far more effective than the linear presentation; central agencies and commercial curriculum developers and syllabus designers impose their linearly-organized materials on language classes in different contexts. Knowing that teachers exercise their agency and modify the linear syllabus if they positively perceive cyclical presentation, this study was conducted to explore teachers’ perceptions of cyclical approach. Exploring and conceptualizing experienced teachers’ perceptions of the cyclical approach are significant to the field because these perceptions nullify or catalyze the effect of the syllabus. That is, if they positively perceive cyclical presentation of materials, they modify linear syllabi to make way for cyclical exposure to the new language forms, functions, topics and tasks. The findings of studies that explore and conceptualize teachers’ perceptions of this approach complement the findings of the hypothetico-deductive studies
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