MAYTERIALS DEVELOMENT

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MAYTERIALS DEVELOMENT
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PLAN:
1. Definition of materials development.
2. The reasons that materials evaluation is needed for.
3. The purposes of material evaluation.
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WHAT IS MATERIALS?
Most people associate term with coursebook that has been their main experience using materials Howeverit coud be DVDs videos emails Youtube, dictationaries , grammar books, Workbooks or photocopied exercise. They couldbe newspapers, food packages, photofraps, live talks by native speakers or discussions between learners.
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IN OTHER WORDS
It could be anything which is delebrately used to increase thr learners knowledge and/or to experience of the knowledge. Materials developpers might wright textbooks tell stories bring idverticements into the classroom, express an opinion, provide samples of language use, or read a poem aloud.
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Whatever they do provide input they do so ideally in principled ways related to:
• What they know about
• How languages can be effectively learned
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MATERIALS SHOULD ACHIEVE IMPACT
Impact is achieved when materials have a noticeable effect on learners that is when the learners’ curiosity, interest and attention are attracted. If this is achieved, there is a better chance that some of the language in
the materials will be taken in for processing.
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MATERIALS CAN ACHIEVE IMPACT THROUGH:
• novelty (e.g. unusual topics, illustrations and activities);
• variety (e.g. breaking up the monotony of a unit routine with an
unexpected activity; using many different text-types taken from
many different types of sources; using a number of different instructor voices on a CD);
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MATERIALS CAN ACHIEVE IMPACT THROUGH:
• attractive presentation (e.g. use of attractive colours; lots of white
space; use of photographs);
• appealing content (e.g. topics of interest to the target learners; topics
which offer the possibility of learning something new; engaging stories; universal themes; local references);
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MATERIALS SHOULD HELP LEARNERS
TO DEVELOP CONFIDENCE
Most materials developers recognise the need to help learners to develop confidence, but many of them attempt to do so through a process of simplification. They try to help the learners to feel successful by asking them to use simple language to accomplish easy tasks such as completing substitution tables, writing simple sentences and filling in the blanks in dialogues.
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DEFINITION OF MATERL EVALUATION
Materials evaluation refers to the systematic procedures of appraisal carried out by the teachers or students to measure the value of the materials in relation with the quality of learning the language.
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MATERIALS EVALUATION
• It looks into the potential of the materials for future use in language learning, the possibility of the materials to work in a specific context.
• It helps teachers to determine whether the materials in question will work in the future designated context, still works in the current context or succeeded in the past use.
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MATERIALS EVALUATION
Too many literature written for evaluation with diverse criteria to be considered and various approaches to address the need Authors include Tucker (1975) with his ‘internal & external value’ to the most recent Byrd (2001) who gives priority to the ‘fit between textbook and the curriculum, students & teachers’.
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Material evaluation is needed for some obvious reasons:
1.Too many t/b /materials available in the market-all claim to be the best in the field, and the only way to verify the claim is to evaluate them
2. An educated / informed choice need to be made for the benefit of all parties – teachers must make informed decision in choosing materials to ensure that it serves the purpose of enhancing the learning experience
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3. Learners are more sophisticated & knowledgeable – the materials given to them must meet their expectation & suit their level.
4. Ensure only high standard of materials/books are used – only choose materials of high quality so that in helps in achieving high standard of teaching & learning.
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THE PURPOSES OF a MATERIAL EVALUATION
1. To adopt new textbook – before decision can be made of which book to be used, a number of potential books need to be evaluated
2. To identify strengths & weaknesses in books already in use – before decision to replace it being made, evaluation needs to be conducted
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MATERIALS SHOULD HELP LEARNERS TO FEEL AT EASE I THINK THAT MOST 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 at 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 alien;
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MATERIALS SHOULD HELP LEARNERS TO FEEL AT EASE I THINK THAT MOST LEARNERS:
• 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, through content and activities which encourage the personal participation of the learners, through materials which relate the world of the book
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MATERIALS SHOULD HELP LEARNERS TO
DEVELOP CONFIDENCE
• Relaxed and self-confident learners learn faster
• Elementary-level learners can often
Gain greater confidence from making up a story, writing a short poem or making a grammatical discovery than they can from getting right a simple drill.
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MATERIALS SHOULD TAKE INTO ACCOUNT THAT LEARNERS DIFFER IN LEARNING STYLES
Different learners have different preferred learning styles. So, for example,those learners with a preference for studial learning are much more likely to gain from explicit grammar teaching than those who prefer experiential learning And those who prefer experiential learning are more likely to gain from reading a story with a predominant grammatical feature
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STYLES OF LEARNING WHICH NEED TO BE CATERED FOR IN LANGUAGE-LEARNING MATERIALS INCLUDE:
• visual (e.g. learners prefer to see the language written down);
• auditory (e.g. learners prefer to hear the language);
• kinaesthetic (e.g. learners prefer to do something physical, such as
following instructions for a game);
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STYLES OF LEARNING WHICH NEED TO BE CATERED FOR IN LANGUAGE-LEARNING MATERIALS INCLUDE:
• studial (e.g. learners like to pay conscious attention to the linguistic features of the language and want to be correct);
• experiential (e.g. learners like to use the language and are more concerned with communication than with correctness);
• analytic (e.g. learners prefer to focus on discrete bits of the languageand to learn them one by one);
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STYLES OF LEARNING WHICH NEED TO BE CATERED FOR IN LANGUAGE-LEARNING MATERIALS INCLUDE:
• global (e.g. learners are happy to respond to whole chunks of
language at a time and to pick up from them whatever language
they can);
• dependent (e.g. learners prefer to learn from a teacher and from a
book);
• independent (e.g. learners are happy to learn from their own experience
of the language and to use autonomous learning strategies).
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MATERIALS SHOULD TAKE INTO ACCOUNT THAT LEARNERS DIFFER IN AFFECTIVE ATTITUDES
• 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;
• including units in which the value of learning English is a topic for
discussion;
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MATERIALS SHOULD PROVIDE OPPORTUNITIES FOR OUTCOME FEEDBACK
Feedback which is focused first on the effectiveness of the outcome rather than just on the accuracy of the output can lead to output becoming a profitable source of input. Or in other words, if the language that the learner produces is evaluated in relation to the purpose for which it is used, that language can become a powerful and informative source of information about language use.
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DEVELOPING MATERIALS FOR
LANGUAGE TEACHING
• If the children’s first language has a different writing system, English
Language Teaching should take account of this.
• It is a good idea to delay reading in English until some time after listening
• and speaking have been established.
• Reading and writing should be introduced simultaneously in English
• Language Teaching to children.
• Only children above a certain age are ready for reading in English. Before
• that listening and speaking should be the focus.
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DEVELOPING MATERIALS FOR
LANGUAGE TEACHING
• Children should not see words written or printed in English during their first classroom experiences with English.
• When teaching children English, writing should be delayed for some time after reading has been introduced.
• Learning to write letters and words is an important support to the development of reading skills.
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DEVELOPING MATERIALS FOR
LANGUAGE TEACHING
• It is important to have words printed on the page from very early in course materials used for English Language Teaching.
• It is important to introduce the whole alphabet, but without letter names, before Young Learners of English start learning to read in English.
• Young Learners of English need to know the whole alphabet with letter names before they start learning to read in English.
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DEVELOPING MATERIALS FOR
LANGUAGE TEACHING
• Learners need to have developed a good pronunciation in English before they can tackle the first steps in reading.
• The use of rhymes is especially beneficial to learning to read in English.
• It is very important for Young Learners who are starting to learn to read to learn the initial sounds and letters of key words.
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DEVELOPING MATERIALS FOR
LANGUAGE TEACHING
• The words focused on for learning to read need not be the same as the vocabulary that is taught in the rest of the English Language course.
• From their very first lessons in reading English, children need to be made
• aware of the benefits that this skill could offer them in the future [e.g.
enjoying story books, access to webpages].
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