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Principles and Procedures of Material Development

The document discusses principles and procedures for material development in language learning, emphasizing the importance of both explicit and implicit learning, systematic evaluation of materials, and the role of second language acquisition research. It outlines key guidelines for effective materials, including the need for rich input, opportunities for communicative use, and consideration of different learning styles. Additionally, it highlights the significance of engaging materials that foster learner comfort, self-investment, and the integration of new technologies in materials development.

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10 views13 pages

Principles and Procedures of Material Development

The document discusses principles and procedures for material development in language learning, emphasizing the importance of both explicit and implicit learning, systematic evaluation of materials, and the role of second language acquisition research. It outlines key guidelines for effective materials, including the need for rich input, opportunities for communicative use, and consideration of different learning styles. Additionally, it highlights the significance of engaging materials that foster learner comfort, self-investment, and the integration of new technologies in materials development.

Uploaded by

2pfkvqnksg
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Principles and Procedures of Material

Development
Language Learning
• Learning is normally considered to be a conscious process which consists of the committing to
memory of information relevant to what is being learned.
• Spelling rules, conventions of greetings and vocabulary items can be useful to the language
learner.
• Language learning consists of subconscious development of generalizations about how the
language is used and of both conscious and subconscious development of skills and strategies
which apply these generalizations to acts of communication.
Explicit: The learners are aware of when and what they are learning.
Implicit: Learners are not aware of when and what they are learning.
Declarative Knowledge: Knowledge about the language system.
Procedural Knowledge: Knowledge of how the language is used.
Explicit learning of both declarative and procedural knowledge is of value in helping learners to
pay attention to salient features of language input and helping them to participate in planned
discourse. E.g. giving presentation, writing stories etc.
Systematic Evaluation of Materials
• Most of the well-known material writers follow their institutions rather than
an over specification of objectives, principles and procedures.
• Some textbook writers who sit down and identify the popular and
successful features of their competitors so that they can clone those
features and they avoid the unpopular and unsuccessful features.
• But it has drawbacks- needs time, controlling learner’s motivations, lack of
“out-of-class” motivation and learner-teacher rapport.
• Longitudinal, systematic evaluations of popular materials can be
undertaken by publishers, universities and association like MATSDA. They
provide validated information about actual effects of different types of
language learning materials.
Second language acquisition research and materials
development
• Second language acquisition report can provide guidelines for developing
classroom materials. There are some principles:
1) Learners should expose to rich, meaningful and comprehensible input of
language in use.
2) Language learners who achieve positive affect are more likely to achieve
communicative competence than others.
3) Language learners can be benefitted from noticing salient features of the
input and from discovering how they are used.
4) Learners need opportunities to use language to try to achieve
communicative purposes.
5) Second language learners should use mental resources which they
utilize when acquiring and using their first language.
Materials should achieve impact through:
1) Novelty: unusual topics, illustrations and activities.
2) Variety: breaking up monotony of unit routine with unexpected
activity. Such as- using different text types from different
sources, different instructor voices on a CD.
3) Attractive presentation: by using attractive colors, using white
space , using photographs.
4) Appealing contents: topic of interest to the target learners,
topics which offer the possibility to learn something new,
engaging stories, universal themes, local references.
5) Achievable Challenge: tasks which challenge the learners to
think.
Materials should help learners to feel comfortable
• Make learners feel more comfortable with written materials with lots of
white space than they do with materials in which lots of different activities
are crammed together on the same page.
• Are more ease with texts and illustrations that they can relate to their own
culture than they are with those which appear to them to be culturally
different.
• Are more relaxed with materials which are obviously trying to help them
to learn than they are with materials which are always testing them.
• Feeling at ease can also be achieved through a voice which is relaxed
and supportive
• Content and activities encourage the personal participation of the
learners
Materials should facilitate learner self-investment

• The role of the classroom and teaching material is to aid the learner
to make efficient use of the resources in order to facilitate self-
discovery. – Rutherford and Sharwood Smith (1988)
• Materials provide students with choices of focus and activity, by
giving them topic control and by engaging them in learner-centered
discovery activities help the learners to discover their true self.
• It also engages the learners in finding supplementary materials
which help them to develop their decision making ability to choose
the appropriate materials/texts and finding out the techniques to use
them.
Materials should provide opportunities to achieve
communicative purposes by using target language
• Interaction can be achieved through :
1) Information/opinion gap activities which require learners to communicate
with each other or the teacher in order to close the gap. E.g. finding out
food or drink people would like at the class party.
2) Post-listening and post-reading activities which require the learners to
use information from the text to achieve communicative purpose. E.g.
Deciding the television program to watch, writing a review of a book or
film.
3) Creative writing and creative speaking activities such as writing a story
or improvising drama.
4) Formal instruction given in the target language either on the language
itself or on another subject.
Materials should focus on the different learning styles of
students

1) Visual: Some learners prefer to see the language written down.


2) Auditory: Some learners prefer to hear language.
3) Kinaesthetic: Some learners prefer to do something physical, such as following
instruction for game.
4) Studial: Some learners like to pay conscious attention to the linguistics features of the
language and want to be correct.
5) Experiential: Some learners like to use the language and are more concerned and are
more concerned with communication.
6) Analytic: Some learners prefer to focus on discreet bits of the language and to learn
them one by one.
7) Global: Some learners are happy to respond to whole chunks of language at a time and
to pick up from them whatever language they can.
8) Dependent: Some learners prefer to learn from a teacher and from book.
9) Independent: Some learners learn from their own experience of the language and use
Materials should have a silence period at the beginning of
instruction
• Starting a course with total physical response approach in
which the learners respond physically to oral instruction
from a teacher or CD.
• Starting with a listening comprehension approach in which
the learners listen to stories in the target language , which
are made accessible through sound effects, visual aids
and dramatic movement by the teacher.
• Permitting the learners to respond to target language
questions by using their first language or through
drawings and gestures.
Materials should maximize learning potential by
stimulating right and left brain activities

• Mechanical drills, rule learning, simple transformation activities stimulate


mental processing.
• Analytic, creative, evaluative and rehearsal demands on processing
capacity can lead to deeper and more durable learning.
• The contents of the materials should stimulate the thoughts and feelings in
the learners.
• Maximizing recall- the learners receive information through different
cerebral processes and in different states of consciousness so that it is
stored in many different parts of the brain.
• Engaging the learners in variety of left and right brain activities- reciting a
dialogue, singing a song, writing story and so on.
New Direction in Materials Development

• Materials Development in language teaching was first


published in 1998.
• New technology and courses have been introduced.
• In later period, materials development includes- Content
and language integrated learning (CLIL), text driven
approach, task based approach and so on.
THANK YOU SO MUCH
ANY QUESTIONS
PLEASE?

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