Teacher Areej forgot her class materials at home on the day her class period changed from fifth to first period. She only has 5 minutes left to introduce new vocabulary words - ball, triangle, wall clock, lamp - using flashcards or drawings since her materials are missing. Her 8 colleagues offer to help her in her time of need.

2. scenario
• Teacher Areej forgot her class materials at home.
• Her class period changed from fifth to first period.
• She is going to introduce the following words:
• ball – triangle – wall clock – lamp.
• The materials [ flash cards – drawing of them]
• She has only 5 minutes left.
• Her 8 colleagues were with her.
Would they be able to help her?
Teacher Areej is in trouble!! Please, help her!

3. Teacher Areej is extremely happy now 

4. King Saud University
College of Education
Department of Curriculum and Instruction
Major TESOL

5. 1
Definitions of materials development
History of publications on materials
development
Types of materials
How does one develop material?
Theoretical framework of material design
Role relationship between teachers, learners and
materials
Principles of Materials Development for Language
Learning

6. Students Teacher Materials Teaching
methods
Evaluation
2

7. Materials are anything which is used by teachers or learners
to facilitate the learning of a language.” (Tomlinson, 2011, p.
2)
3

8. ‘Materials development is both a field of study and a
practical undertaking.’ (Tomlinson 2001, p. 66)
4

9. Developing material is the planning process by which a teacher
creates units and lessons within those unit to carry out the goals and
objectives of the course (Graves 2000, p. 149).
5
It refers to all the processes made use of by practitioners who produce
and/or use materials for language learning, including materials
evaluation, their adaptation, design, production, exploitation and
research. (Tomlinson 2011, p. 144)

10. A few books and papers on materials
development were published around seventies
and this situation continued throughout the
eighties, but it was not until the mid-nineties that
more books on materials development started to
appear.
The literature on materials development has
come a long way, now focusing less on ways of
selecting materials and more on the application
of theory to practice and practice to theory. 6

11. Instructional
materials
7
Exploratory
materials
Experiential
materials
Elicitative
materials
Guiding the learner
in practising the
language.
Helping the learner
to make discoveries
about the language.
Providing the
learner with
experience of the
language in use.
Stimulate language
use.

12. 8

13. 9

14. Beliefs
Understandings
of your students
needs
Experience
Goals &
objectives
How does one develop materials?
Organize and
sequence
your course
(Graves, 2000)
10

15. 11

16. Curruiculum design
Must be designed and
organized well enough
so that teachers can
use them with no
confusion
(Brown, 1995) 12

17. Input
Content
Language
Task
Figure1:1: A Material Design Model
(Hutchinson and Waters, 1987, p.
109)
13

18. Conducting needs analysis
Writing syllabus
Developing the
materials
Developing teaching
methodology
Trying out the
materials
Evaluating the
materials
Revising the
materials
Using the material
Hutchinson and Waters (1987) present the process of designing learning materials as follows:
14

19. 15

20. Materials by
Teachers &
learners
Teachers and
learner's selection of
syllabus items
Broader objectives of
the course
Level 3
Level 2
Level 1
learners
Teachers
Administrators
Figure: 3 Expected Order of relationship
between materials, teachers and learners
in modern technology
16
(Sheema, 2014, p. 82)

21. * By whom and where were the materials developed?
* Are the materials compatible with the syllabus?
* Do most of the materials provide alternative for teachers &
learners?
* Which language skills do the materials cover?
* How authentic are the text types included in the materials?
*How teachable and learnable the materials really are?
 In designing materials, the following key Questions are usually
asked:
17

22. • What should be provided
for learners as materials?
 In designing a material, the following key Questions are
usually asked:
• How to give them to
learners?
18

23. What do you think good English
Language Teaching
materials should be,
or shouldn’t be?
19

24. Hall (1995) argues that before a teacher starts to plan the
materials, he/she should begin with a crucial question.
‘How do we think people learn languages?’
20

25. Hall (1995) principles are:
The need for
communication
21

26. 22
Tomlinson (2011) believes that materials
should be coherent and principled
applications of:
 theories of language acquisition and
development.
 principles of teaching.
 our current knowledge of how the target
language is actually used.
 the results of systematic observation
and evaluation of materials in use.

27. Tomlinson (2011) believes that language-learning materials
should be developed with learning and teaching principles in
mind. Therefore, he suggested 16 basic principles of second
language acquisition relevant to the development of
materials for teaching of English language Which are known
today as:
‘Guidelines for designing Effective English Teaching
Materials’.
23

28. 1. Materials should
achieve impact through
The basic principles of SLA relevant to the development of materials for teaching of English language:
novelty
variety
attractive
appealing
content
achievable
challenge 24

29. 2. Materials should help
learners to feel at ease.
The basic principles of second language acquisition relevant to the development of materials for teaching of
English language:
Most learners feel more
comfortable with written
materials with lots of
white space.
Learners are more at ease
with texts and illustration
that they can relate to
their own culture.
Learners are more relaxed
with materials which are
obviously trying to help
them to learn.
25

30. 3. Materials should help
learners to develop confidence.
The basic principles of second language acquisition relevant to the development of materials for teaching of
English language:
Relaxed and self-confident
learners learn faster.
26

31. 4. What is being taught should
be perceived by learners as
relevant and useful.
The basic principles of second language acquisition relevant to the development of materials for teaching of
English language:
relating them to the
learner interests and to
‘real-life’ tasks.
27

32. 5. Materials should require
and facilitate learner self-
investment.
The basic principles of second language acquisition relevant to the development of materials for teaching of
English language:
involving learners in mini-
projects.
engaging learners in
learner-centred discovery
activities.
involving learners in
finding supplementary
materials for particular
units in a book 28

33. 6. Learners must be ready to
acquire the points being taught.
The basic principles of second language acquisition relevant to the development of materials for teaching of
English language:
by materials which get
learners to focus attention on
features of the target
language which they have not
yet acquired.
29

34. 7. Materials should expose
the learners to language in
authentic use.
The basic principles of second language acquisition relevant to the development of materials for teaching of
English language:
instructions
advice
30

35. 8. The learners’ attention
should be drawn to linguistic
features of the input.
The basic principles of second language acquisition relevant to the development of materials for teaching of
English language:
The important thing is that
the learners become aware
of a gap between a
particular feature of their
interlanguage and the
equivalent feature in the
target language.
31

36. How can learners
develop communicative
interactions through
materials?
32

37. 9. Materials should provide
the learners with
opportunities to use the
target language to achieve
communicative purposes.
The basic principles of second language acquisition relevant to the development of materials for teaching of
English language:
information or opinion gap
activities which require learners to
communicate with each other
and/or the teacher in order to close
the gap.
post-listening and post-reading
activities which require the
learners to use information from
the text to achieve a
communicative purpose.
creative writing and creative
speaking activities.
formal instruction.
33

38. 10. Materials should
take in account that
learners differ in learning
style.
The basic principles of second language acquisition relevant to the development of materials for teaching of
English language:
34
visual
auditory
Kinaesthetic
studial
experiential
analytical
global
dependent
independent

39. 11. Materials should take in
account that learners differ
in affective attitudes.
The basic principles of second language acquisition relevant to the development of materials for teaching of
English language:
Materials should provide
choices of different types of
texts and types of activities.
as well as should be aware
of cultural sensitivities of
target learners.
35

40. 12. Materials should provide
opportunities for outcome
feedback.
The basic principles of second language acquisition relevant to the development of materials for teaching of
English language:
Feedback which is focused
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.
36

41. The basic principles of second language acquisition relevant to the development of
materials for teaching of English language:
13. Materials should take into account that the positive effects of instruction
are usually delayed.
14. Materials should permit a silent period at the beginning of instruction.
15. Materials should maximise learning potential by encouraging intellectual,
aesthetic & emotional involvement which stimulates both right and left-brain
activities.
16. Materials should not rely too much on controlled practice.
37

42. 38

43. Materials are not just a mere tool that can randomly be used
to assist the teaching and learning process, but materials are
also one of the important aspects in teaching to guide the
teachers and students in understanding the subjects better.
Conclusion
39

44. Reference
■ Brown, J. (1995). The elements of language curriculum:A systematic approach to program
development. New York: Heinle &Heinle .
■ Chanda, D. H., Phiri, S. N. A., Nkosha, D. C., & Tambulukani, G. (2000). Teaching and learning
materials analysis and development in basic education. UNESCO Basic Education Capacity
Building Project: Training Kits for Local.
■ Hutchinson, T., Waters, Alan. (1987). English for Specific Purposes. Cambridge: Cambridge
University Press.
■ Hall, D. (1995). Materials production: Theory and practice. In A. C. Hidalgo, D. Hall & G. M.
Jacobs (eds.), 8–24.
40

45. Reference
■ Graves, K. (2000). Designing language courses: A guide for teachers. Boston: Heinle & Heinle.
■ Nunan, D. (1988). Syllabus design. Oxford: Oxford University Press.
■ Sheema Fatima (2014) Learners Involvement in Materials Selection for Teaching English in
■ Language Classroom at Aligarh Muslim University. International Journal of English Language &
Translation Studies, 2(2), 79-89
■ Tomlinson, B. (2001a). Materials development. In R. Carter & D. Nunan (eds.), The Cambridge
guide to TESOL. Cambridge: Cambridge University Press, 66–71.
■ Tomlinson, B. (Ed.) (2011). Materials development in language teaching (2nd ed). Cambridge:
Cambridge University Press. 41

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