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Elm4 Module3

The document outlines principles of Second Language Acquisition (SLA) that are essential for developing effective classroom materials. Key principles include ensuring materials are engaging, relevant, and supportive of diverse learning styles while fostering learner confidence and self-investment. Additionally, the document encourages reflection and application of these principles through discussion questions and self-assessment activities.

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annarciso23-1295
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4 views7 pages

Elm4 Module3

The document outlines principles of Second Language Acquisition (SLA) that are essential for developing effective classroom materials. Key principles include ensuring materials are engaging, relevant, and supportive of diverse learning styles while fostering learner confidence and self-investment. Additionally, the document encourages reflection and application of these principles through discussion questions and self-assessment activities.

Uploaded by

annarciso23-1295
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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INTRODUCTION TO

MATERIALS
DEVELOPMENT

Principles of Second Language Acquisition


(SLA) Relevant to the Development of
Materials
II. INTRODUCTION

When developing classroom materials teachers


should also consider principles of language
teaching. The teaching should meet the needs
and wants of the learners. Materials need to be
written in such a way that the teacher can make
use of them as a resource and not have to follow
them as a script.

-
Brian Tomlinson
DESIRED LEARNING
OUTCOMES
At the end of the lesson, the students should be
able to:

A. Relate the principles and theories of


language learning to the development of
appropriate language learning materials.
Basic Principles of Second Language Acquisition Relevant to the Development of Materials for
Teaching of Language Compiled by Brian Tomlinson, namely:

1. “Materials should achieve impact.” which means they should have attractive presentation and appealing content to target learners.

2. “Materials should help learners to feel at ease.” which means texts & illustration in materials should make learners feel comfortable, relaxed
and being supportive.

3. “Materials should help learners to develop confidence.” which means they should make learners feel successful and push learners to develop
their skills.

4. “What is being taught should be perceived by learners as relevant and useful.” which means materials should convince learners that teaching
points are useful whereby teachers need to find what the learners are interested in.

5. “Materials should require & facilitate learners self-investment.” which means they should encourage learners to invest their interests, efforts
and attentions.

6. “Learners must be ready to acquire the points being taught.” which means using materials to prepare learners to focus on features of target
language which they haven’t learnt yet, so they might be attentive to learn these features.

7. “Materials should expose learners to language in authentic use.” which means they should provide learners with advice and instructions
for their activities, spoken language and written text.
Basic Principles of Second Language Acquisition Relevant to the Development of
Materials for Teaching of Language Compiled by Brian Tomlinson, namely:

8. “The learners’ attention should be drawn to linguistic features of the input.” which means materials
should include grammar and how the language is actually used.
9. “Materials should provide learners with opportunities to use target language to achieve communication
process.”
10. “Materials should take in account that learners differ in learning style.” which means they should provide a
variety of activities and should support all learning styles, such as, visual learners, auditory learners, kinaesthetic
learners, studial learners, experiential learners, analytic learners, global learners, dependent learners and
independent learners.
11. “Materials should take in account that learners differ in affective attitudes.” which means they should provide
different types of text and activities, as well as should be aware of cultural sensitivities of target learners.
12. “Materials should permit a silent period at the beginning of instruction.” which means they should not force
learners to speak until they are ready.
13. “Materials should maximize learning potential by encouraging intellectual, aesthetic & emotional involvement
which stimulates both right and left brain activities.”
14. “Materials should not reply too much on controlled practice.” which means they should focus on language use.
15. “Materials should provide opportunities for outcome feedback, especially feedback on the effectiveness of use
of language rather than accuracy of language.”
Think About It ( Discussion Questions)

1. What do you think the good materials should have or should be?
2. Group the principles according to their degree of importance.
Then, explain the reason based on their groupings.
A. Which is the first group of the principles do you think the most
important? Why?
B. Which is the second group of the principles do you think the
most important? Why?
C. Which is the last group of the principles which do you think
important? Why?
V. SELF TEST

Answer the following questions:


1. What are the key points in the module?
2. Based on your readings, how can you apply the content from this module to your
daily life?
3. What insights did the module provide in your course?
4. How has class discussion influenced your thinking in this module?
5. How can learning in this module improve your role in your school, family, and
community?

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