Nur Laely Basir

Language Learning
Materials Development
Material(s) (Brian Tomlinson)

 The matters or substances from which

something can be made.
 (s) Tools or apparatus for the
performance of a given task.
 Having a logical connection with a
subject matter or the consequential
events or facts, or the knowledge of
which would significantly affect a
decision or course of action.
Authentic vs Artificial Materials
ARTIFICIAL/ARTIFACT
AUTHENTIC MATERIALS MATERIALS
 Any materials which  Any materials which
are not designed for are designed and
learning and teaching intended for learning
purposes. and teaching purposes
 Magazines, newspaper,  Textbooks, CDs for
TV broadcasts, listening, and the like.
recorded real telephone
conversation, and the
like.
Language Learning Materials

 anything which is used by teachers or

learners to facilitate the learning of a
language.
 anything which is deliberately used to
increase the learners’ knowledge
and/or experience of the language.
 Materials Development

 anything which is done by writers,

teachers or learners to provide sources
of language input and to exploit those
sources in ways which maximize the
likelihood of intake.
 the supplying of information about
and/or experience of the language in
ways designed to promote language
learning.
 Materials Evaluation

 Any attempts to measure the value of

materials.
 For materials to be valuable, the learning
points should be potentially useful to the
learners and that the learning procedures
should maximize the likelihood of the
learners actually learning what they want
and need to learn.
 It is not necessarily enough that the
learners enjoy and value the materials.
Language Teaching and Learning

 anything done by materials developers

or teachers to facilitate the learning of
the language (teaching).
 a conscious process which consists of
the committing to memory of
information relevant to what is being
learned (learning).
Kinds of Language Learning and
Content
KINDS
 Explicit Learning: learners are aware of
when and what they are learning
 Implicit Learning: learners are not aware of
when and what they are learning
CONTENT
 Declarative knowledge: knowledge about
the language system
 Procedural knowledge: knowledge of how
the language is used
 Basic Principles of SLA in LLM
(1/4)
 Materials should achieve impact 
noticeable effect on learners: curiosity,
interest and attention are attracted. Impact
can be achieved through: novelty, variety,
attractive presentation and appealing
content.
 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.
 Basic Principles of SLA in LLM
(2/4)
 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.
 Basic Principles of SLA in LLM
(3/4)
 Materials should provide the 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.
 Basic Principles of SLA in LLM
(4/4)
 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.
 Materials (James D. Brown)

 any systematic description of the

techniques and exercises to be used in
classroom teaching.
 the key in developing sound materials
is to ensure that they are described
and organized well enough so that
teachers can use them with no
confusion and with a minimum of
preparation time.
 Framework ve lo p ing
De

Adapting

Adopting
• It Adopting (in a rational manner)
is necessary to decide what types of
materials are desirable: books, CD etc.
• All available materials of these types should
be located just in case they might prove
useful: short list of candidates for materials
that might be adopted – ask for a desk copy
from publishers.
 Adopting (in a rational manner)
• Some form of review/evaluation procedures must be
set up to pare this list down to only those materials that
should be seriously considered so that final choices
can be made: material evaluation.
• Some strategy for the regular review of these adopted
materials must be set up to make sure that they do not
become irrele­vant to the needs of the students and the
changing conditions in the program: ongoing
evaluation.
Checklist for Adopting Textbooks

Author’s
 Ma
teri credentials/records
als
Ba
education and
ck experience
gro Publisher’s reputation
un
d  quality
Checklist for Adopting Textbooks

 Approach  assumptions and theories

 Fit  Syllabus  KI/KD
to  Needs
 General language needs  proficiency and students

C  Situational needs  availability and cultural

appropriateness
ur  Goals and objectives
 Percentage of match  degree of appropriateness

ric  Order  degree of order (appropriate

order/organization)
ul  Content
 Consistent with techniques used in the program 
u degree of acceptance
 Consistent with exercises used in the program 
m degree of acceptance
Checklist for Adopting Textbooks

 Layout
  Space  white-spaces
Ph
 Pictures and text  qualities and
ysi
quantities
cal  Highlighting  effectiveness
Ch  Organization  existence and quality
ara  Table of contents
cte  Index
rist  Answer key
ics  Glossary
 Reference potential
Checklist for Adopting Textbooks

 Editorial qualities  accuracy,

 Ph consistency, clarity and practicality
ysi  Content is accurate and edited in a
manner consistent with your style
cal
 Directions are clear and easy to follow
Ch
 Examples are clear
ara
 Material quality
cte
 Paper
rist
 Binding
ics
 Tear-out pages
Checklist for Adopting Textbooks

 Price
 Auxiliary parts
 Log
isti  Audiovisual aids
cal  Workbooks
Cha
 Software
ract
eris  Unit tests
tics  Availability
Checklist for Adopting Textbooks

 Teachers edition

Te  Answer key

ac  Annotations to help teachers
ha explain, plan activities and
bil the like
 Reviews
ity  Acceptability among teachers
 Developing
• Developing materials can be done only if all efforts
to adopt materials for purposes of teaching those
objectives fail to uncover suitable materials.
• We need to pay attention to needs assessment,
goals and objectives, and tests which describe a
program.
 Developing
• Materials can be developed that will create the
best possible match between materials and
the curriculum in question.
• Pay attention to Approach, Types of Syllabus,
Techniques, and Tasks
Types of Syllabus (1/2)
 Structural (organized around grammatical
structures)
 Situational (organized around various settings in
which the learners are likely to use the language,
such as at the bank, at the supermarket, at a
restaurant, and so forth)
 Topical (organized around themes or topics, such
as health, food, clothing, and so forth)
 Functional (organized around communicative
functions, such as identifying, reporting,
correcting, describing, and so forth)
Types of Syllabus (2/2)

 Notional (organized around conceptual

categories, such as duration, quantity, location,
and so forth)
 Skills (organized around skills, such as listening
for gist, listening for specific information,
listening for inferences, and so forth)
 Task- or activity-based (organized around
activities, such as drawing maps, following
directions, following instructions, and so forth)
Unit Analysis (1/2)

 The situations in which the foreign

language will be used, including the topics
that will be dealt with
 The language activities in which the learner
will engage
 The language functions that the learner will
fulfill
 What the learner will be able to do with
respect to each topic
Unit Analysis (2/2)

 The general notions that the learner will be

able to handle
 The specific (topic-related) notions that the
learner will be able to handle
 The language forms that the learner will be
able to use when the course is completed
 The degree of skill with which the learner
will be able to perform.
Adapting

• Find and evaluate materials that

might serve at least some of the
students' needs and help to meet
at least some of the course
objectives
• Fill in the gaps that have been
identified
Adapting Materials for Language
Teaching

refer to the
checklist in
 Finding
and adopting materials
Evaluati
ng
Adapting Materials for Language
Teaching
 Matches to current objectives
 Mismatches to current
 An objectives
 Percent of objectives that need
aly to be supplemented from
zin outside these materials
 Percent of existing matches that

g will require revision

 Decide which set(s) of materials
to adapt
Adapting Materials for Language
Teaching
 Use any logical classes of
objectives to help you group
Clas them for analysis
 List places in materials
sifyi where each objectives is
addressed
ng  Leave blanks where
supplemental materials are
needed
Adapting Materials for Language
Teaching

From other materials

From created
Fillin
g-in materials
Teacher as resources
the
Resource file
Gaps
Adapting Materials for Language
Teaching

Complete the list

Reo Reorganize

rgan
izing