• Week2 PROCESS AND PRINCIPLES

 

Materials are “Any systematic description of the techniques and exercises to be used in classroom teaching” (Brown, 1995, p. 139). Learning materials play an important role in English language teaching classrooms to faciliate the acquisition of second language. According to Tomlinson, 2012 the term ‘material development’ refers to all the processes such as material evaluation, material adaptation, material design, material production, material exploitation and material research that is being performed in the language teaching and learning context. ” All of these processes are important and should ideally “interact in the making of any materials designed to help learners to acquire a language” (Tomlinson, 2012). According to Tomlinson, (2011).

Three question that we should focus on ;

• What should be provided for the learners
• How it should be provided
• What can be done with it to promote language learning.

 

How do writers write their materials?

 

David nunan’s 6 principles in material design (1998)

1. Materials should be clearly linked to the curriculum they serve.
2. Materials should be authentic in terms of text and  task
3. materials should stimulate interactions.
4. Materials should allow learners to focus on formal aspects of the language
5. Materials should encourage learners to develop learning skills, and skills in learning.
6. Materials should encourage learners to apply their developing skills to the world beyond the classroom.

 

McDonough (2013) talks about different techniques that can be applied to the materials in order to bring about change:
1. Adding
2. Deleting or omitting
3. Modifying
4. Simplifying
5. Re-ordering

Many material writers claim that their writings to be whimsical in their approach and follow their intuitions rather than an overt specification of objectives, principles and procedures” (2011 p.5) and “replicating previous materials, adapting activity types that have worked for them before and relying upon creative inspiration” (Tomlinson 2012, p.152) and he states that materials designers should follow a set of agreed principles (a principled framework which should be based on both universal principles and local criteria in the designing process). Tomlinson’s collection of 16 principles (2012, pp. 8-24) answers to the apparent need for a framework by presenting a clear, solid, and possibly universal framework that conforms with Second Language Acquisition theories (SLA).

Tomlinson’s 16 principles of material design are:

• Materials should achieve impact
• Materials should help learners to feel at ease
• 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 learners with opportunities to use the target language to achieve communicative purposes
• 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
• 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

Tomlinson’s principles dose not take give any specific reference to the context of the learners. I am aware of the challenges of using such a generic course book, where I have had to “personalize, localize and adapt” (Masuhara et al 2008 in Masuhara 2011, p.262), in order to engage my learners in language learning. Without doing so and simply following it from beginning to end without relating to my context, would be “pointless” (Jolly and Bolitho 2011 p.110). Jolly and Bolitho (2011 in Tomlinson 2012, p. 127) suggests 5 principles  framework for teacher-made materials that shows the importance of context and includes:

1) Materials writing is at its most effective when it is turned to the needs of a particular group of learners

2) Teachers understand their own learners best

3) All teachers need grounding in materials writing

4) All teachers teach themselves

5) Trialing and evaluation are vital to the success of materials

Maley (2011), points out that due to individual differences among the learners and to teacher factors, there will never be a perfect fit between the materials, the teacher and the learners. Such teacher factors include:
degree of language proficiency and confidence
*previous personal learning experience as learners rather than as teachers
*own personality (introvert/extrovert, open/closed etc)
*preferred teaching style (directive/consultative, etc)
*cultural background.

‘What’s really needed, not only decentralisation of materials production, but a fundamental shift in the design of materials in the direction of offering greater flexibility in decisions regarding content, order, pace, and methods,’ according to Malley (2011).

According to Mishan, F. & Timmis, I. (2015, p30), four factors can be considered while designing ELT materials for effective language acquisition: the cognitive challenge, the language input, the motivation, and the opportunities for meaningful language use.

Hall (1995) proposed following principles for planning and designing materials*the need for communicate *the need for long-term goals *the need for authenticity * the need for learner-centeredness. Jolly & Bolitho (1998) proposed principled framework that includes identification, realization, use, evaluation and revision

This module helps me to realize the importance of deciding the materials for the students. In my teaching context, the socio cultural background of the students, their learning atmosphere is varies to place to place and it is necessary to take into account that difference before take the class.

Refrence

Hall(1995). Materials Production: Theory and practice. In A.C.Hidalgo. D. Hall & G.M. Jacobs (Eds,), Getting started: Getting started: Materials writers on materials writing (pp. 8-24). Singapore: SEAMEO Language Centre.

Jolly, D. & Bolitho, R. (2011) A framework for materials writing. In: Tomlinson, B. (ed). Materials Development in Language Teaching. (2nd ed) Cambridge: Cambridge University Press. pp.107- 134.

Masuhara, H. (2011) What do teachers really want from coursebooks? In: Tomlinson, B. (ed) Materials Development in Language Teaching. (2nd edn) Cambridge: Cambridge University Press. pp. 236-266.

Tomlinson, B. (2011) Introduction: principles and procedures of materials development. In: Tomlinson, B. (ed). Materials Development in Language Teaching. (2nd ed) Cambridge: Cambridge University Press. pp.1-31.

Tomlinson, B. (2012) Materials development for language learning and teaching. Language Teaching 45 (02): pp. 143-179.

Tomlinson, B. and Masuhara,H. (2013), Review of adult ELT textbooks, ELT Journal, 67 (2), 233-49.