The Basics of Language Learning Materials
A. Definition - anything which is used by teachers or learners to facilitate the learning of a
language. (Tomlinson , 1998)
- any systematic description of the techniques and exercises to be used in classroom
teaching. (Brown, 1995)
B. Classifications :
a. by purpose - instructional vs. authentic
b. by format - paper-based vs. audiovisual vs. electronic
c. by creator - commercial vs. in-house
C. Development: LLM's ARE coherent and principled applications of:
i) theories of language acquisition and development
ii) principles of teaching
iii) current knowledge of how the target language is used
iv) the results of systematic observation and evaluation of materials in use
D. Principles of SLA relevant to the development of language learning materials (Tomlinson, 1998)
Materials should achieve impact.
o Materials can achieve impact through:
novelty
variety
attractive presentation
appealing content
achievable challenge
Materials should help learners to feel at ease.
o Features of orality that help establish ease:
informal discourse features
the active rather than the passive voice;
concreteness
inclusiveness
Materials should help learners to develop confidence.
What is being taught should be perceived by learners as relevant and useful.
Materials should require and facilitate learner self-investment.
Learners must be ready to acquire the points being taught.
Materials should expose the learners to language in authentic use.
The learners’ attention should be drawn to linguistic features of the input.
Materials should provide the learners with opportunities to use the target language to
achieve communicative purposes.
o Interaction can be achieved through:
information or opinion gap activities which require learners to communicate
with each other and/or the teacher in order to close the gap
post-listening and post-reading activities which require the learners to use
information from the text to achieve a communicative purpose
creative writing and creative speaking activities such as writing a story or
improvising a drama;
formal instruction given in the target language either on the language itself or
on another subject:
Materials should take into account that the positive effects of instruction are usually delayed.
Materials should take into account that learners differ in learning styles.
Materials should take into account that learners differ in affective attitudes.
o Way to achieve this are:
providing choices of different types of text;
providing choices of different types of activities;
providing optional extras for the more positive and motivated learners:
providing variety;
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including units in which the value of learning English is a topic for
discussion;
including activities which involve the learners in discussing their attitudes
and feelings about the course and the materials;
researching and catering for the diverse interests of the identified target
learners;
being aware of the cultural sensitivities of the target learners;
Materials should permit a silent period at the beginning of instruction.
Materials should maximize learning potential by encouraging intellectual, aesthetic and
emotional involvement which stimulates both right- and left-brain activities.
Materials should not rely too much on controlled practice.
Materials should provide opportunities for outcome feedback.
Theory for INDEPENDENT STUDY: Krashen's affective filter hypothesis
In all toil there is profit, but mere talk tends only to poverty.
Proverbs 14:23
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