Scribd
Upload
28 views2 pages

Linh Tinh

The document discusses features of good English language teaching (ELT) materials. It outlines that good materials should attract learners' interest, ease anxiety, develop confidence, be relevant and useful, require self-investment, help acquire language points, expose learners to authentic language use, and draw attention to linguistic features of input.

Uploaded by

Đạt Vũ Súc Vật
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
28 views2 pages

Linh Tinh

The document discusses features of good English language teaching (ELT) materials. It outlines that good materials should attract learners' interest, ease anxiety, develop confidence, be relevant and useful, require self-investment, help acquire language points, expose learners to authentic language use, and draw attention to linguistic features of input.

Uploaded by

Đạt Vũ Súc Vật
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 2

Question 1: Do you guys have the same ideas of a ‘good textbook’ with others?

Describe the ‘perfect


textbook’ from collecting all the features that teachers put down in their answers.

Question 2: What are features of ‘a good ELT materials’ from the reading?

Q2:

Features of a good ELT materials:

 Materials should attract learners’ curiosity, interest and attention. This can be done through:
o Novelty: achieve through new topics, activities….
o Variety: different activities from a range of differents sources, for instance, different
voices on a CD, different techniques….
o Attractive presentation, content
o Stimulated but not too hard challenge, which required the learners to think but not so
hard
 Materials should ease learners:
o The less anxious the learner, the better language acquisition
o This can be done through better presentation (more quite space than lots of activites
crammed on one page), content that related to learners’ culture, information that help
them to learn rather than always testing learners.
o Relaxed and supportive content and activites, which encourage personal participation
o Try to achieve personal contact with the learners by revealing their own preferences,
interests and opinions.
 Materials should develop learners’ confidence:
o This can be done through simplification, that is, by asking learners’ to use simple
language to accomplish easy tasks, materials can help to develop confidence.
o Or through activites which try to push learners’ slightly beyond their current proficiency
which are more problematic, but achievable too.
 Should be preceived by learners as relevant and useful
o Can be achieved by relating teaching points to classroom tasks which could facilitate the
outcomes desired by learners.
o New learning points should help learners to achieve short-term task objectives now
o Real-life tasks, which the learners need or might need to perform in the target language.
 Require and facilitate self-investment
o Aid learners to make use of resources in order to facilitate self-discovery.
o Provide learners with choices of focus and acitivity, giving them topic control, engaging
them in learner-centred discovery activites.
o Most profitable ways: get learners interested in a written or spoken text, get them
respond to it and help them to analyse particular linguistics features.
 Help learners to acquire points being taught:
o Structures are acquired only when learners are mentally ready for them.
o Materials can help this if it coincides with learner readiness, and can lead to speed and
frequency of rule application in a wider range of linguistics context.
o Needs for roughly tuned input: i+1 level (slightly higher level than learners’ current
proficiency).
o Can not expect all learners are reading and willing to a particular point, materials should
help learners in charge of their own learning.
 Should expose learners to language in aunthentic use
o Comprehensible input
o Through advice, instruction, spoken and written texts in the material.
o Should stimulate exposure to authentic inputs through activities: interviewing the
teacher, local community project….
o Rich and varied authentic input. Input should vary in style, mode, medium and purpose,
in features.
o Exposed learners to formal lecture, informal interview or a spontaneous conversation….
 Attend learners to linguistic features of the input
o Pay attention to the linguistic features of authentic input can help learners acquire some
of those features.
o Should help learners become aware of a gap between the feature in their interlanguage
and that feature in the target language => acquisition facilitator. Note the gap between
learners’ use of specific feature in English and the way these features are used by native
speakers.
o E.g: invite learners to compare their use with the way it is used in a transcription of a
native speakers.

You might also like