material development
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This document discusses issues and trends in materials development for language learning. It defines materials development as both a field of study and a practical undertaking that involves creating materials to facilitate language learning. Some key issues it raises include whether materials should use authentic texts, be driven by theory or market needs, cater to learner expectations, and aim for both language and personal development. Current trends highlighted are a greater use of corpus data, more focus on learner engagement, and increasing localization. The future of materials development is seen as being more personalized, flexible, creative, respectful of learners, and incorporating multicultural perspectives.
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Introduction to materials development
This document provides an overview of materials development for language teaching. It defines instructional materials and their roles in the classroom. It discusses trends in materials moving from teacher-created to publisher-driven. Principles of effective materials include achieving impact, relevance, and authentic language use. Factors like learners and context influence materials. Frameworks illustrate how goals, syllabus, and materials work together. The document outlines processes for designing, developing, and disseminating materials, as well as guidelines like curriculum mapping and scriptwriting.
Language learning materials development
The document discusses various topics related to developing and evaluating language learning materials. It defines key terms like authentic and artificial materials. It also outlines different types of syllabus approaches that can be used in materials like situational and topical. The document provides guidelines for evaluating existing materials using checklists of criteria and describes strategies for developing new materials to fill gaps, such as analyzing objectives, classifying them, finding supplemental content, and reorganizing into a coherent curriculum.
Materials development
The document discusses materials development in language learning. It defines materials as tools or resources used for teaching and learning a language. Materials development refers to the design, implementation, and evaluation of language teaching materials. The roles of materials include presenting language, providing practice activities, and serving as a reference. Authentic materials from real-world sources are discussed as well as textbooks. Factors to consider in evaluating and selecting textbooks include how they match learner and teacher needs and program goals.
Materials development for language learning and teaching
The document discusses the history and evolution of literature on materials development for language learning. It covers several key topics:
1) The types and purposes of instructional materials.
2) The growth of publications on materials development, evaluation, and adaptation from the 1970s to present.
3) Frameworks and guidelines for evaluating materials, moving from checklists to more principled approaches considering context and beliefs.
4) Reports on evaluating currently used materials and adapting materials to make them more suitable for different contexts and learners.
5) Calls for more research on the actual effects of materials on learners and the processes involved in writing materials.
Language based approach
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Preparing materials for esp teaching
This document discusses English for Specific Purposes (ESP) teaching materials. It explains that ESP emerged because general English was not always helpful in real-life job situations. ESP focuses on the specific language needs of students' fields and aims to prepare them for professional communication. The document evaluates factors to consider when selecting or creating ESP materials, such as tailoring materials to students' needs and levels. It also discusses advantages of electronic materials, such as flexibility, and the importance of evaluating and improving materials based on student and teacher feedback.
Materials Development in ELT
Materials development stands as a crucial domain within ELT (English Language Teaching). For individuals aspiring to enhance and advance their English skills, the utilization of appropriate materials becomes imperative. Enclosed is a PowerPoint (PPT) file, the culmination of my comprehensive research on this subject, offering a historical overview of Materials development to aid your learning journey.
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Introduction to materials development
This document provides an overview of materials development for language teaching. It defines instructional materials and their roles in the classroom. It discusses trends in materials moving from teacher-created to publisher-driven. Principles of effective materials include achieving impact, relevance, and authentic language use. Factors like learners and context influence materials. Frameworks illustrate how goals, syllabus, and materials work together. The document outlines processes for designing, developing, and disseminating materials, as well as guidelines like curriculum mapping and scriptwriting.
Language learning materials development
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Materials development
The document discusses materials development in language learning. It defines materials as tools or resources used for teaching and learning a language. Materials development refers to the design, implementation, and evaluation of language teaching materials. The roles of materials include presenting language, providing practice activities, and serving as a reference. Authentic materials from real-world sources are discussed as well as textbooks. Factors to consider in evaluating and selecting textbooks include how they match learner and teacher needs and program goals.
Materials development for language learning and teaching
The document discusses the history and evolution of literature on materials development for language learning. It covers several key topics:
1) The types and purposes of instructional materials.
2) The growth of publications on materials development, evaluation, and adaptation from the 1970s to present.
3) Frameworks and guidelines for evaluating materials, moving from checklists to more principled approaches considering context and beliefs.
4) Reports on evaluating currently used materials and adapting materials to make them more suitable for different contexts and learners.
5) Calls for more research on the actual effects of materials on learners and the processes involved in writing materials.
Language based approach
This document discusses using literature in language learning and describes two main approaches: a language-based approach and using literature as content. It focuses on the language-based approach and stylistic analysis. With this approach, literary texts are analyzed closely to understand how linguistic features convey meaning and help students interpret the text. Stylistic analysis uses familiar grammatical terms and procedures to help students appreciate literature and expand their language knowledge. The document provides steps for identifying linguistic features in a text and developing questions to help students analyze and understand the text based on those features.
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Materials development stands as a crucial domain within ELT (English Language Teaching). For individuals aspiring to enhance and advance their English skills, the utilization of appropriate materials becomes imperative. Enclosed is a PowerPoint (PPT) file, the culmination of my comprehensive research on this subject, offering a historical overview of Materials development to aid your learning journey.
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Material development in elt current issues
This document discusses issues related to materials used in English language teaching (ELT). It notes that commercial materials play a central role in most language instruction worldwide. While many publications on materials focus on design and development, the field remains under-researched. Course books in particular are still ubiquitous globally, though they have disadvantages like not meeting local needs and contexts. The document also discusses debates around global versus local materials, how teachers adapt to curriculum changes, and the impact of technology on ELT materials.
Introduction to Materials Development.pptx
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Authentic materials
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@_MehdiSufi
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@_MehdiSufi
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@_Mehdisufi
Presentation materials design created by Shama Kalam Siddiqui
This presentation helps to understand the types of materials for ESL and presents a framework from Brown on Adopting, Developing and Adapting Materials for the language teaching context. Educators would also get a framework for the production of new materials and the 6 stages towards creating materials for learners:
1. Identification of need for materials
2. Exploration of need
3. Contextual realization of materials
4. Pedagogical realization of materials
5. Production of materials
* Student use of materials
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References:
Brown, J.D. (1995). The elements of language curriculum: A systematic approach to program development. Heinle & Heinle Publishers.
Crawford, J. (2002). The role of materials in the language classroom: Finding the balance. En Richards, J.C. and W.A. Renandya (Eds.) Methodology in language teaching. An anthology of current practice (pp. 80-91). Cambridge: Cambridge University Press.
Tomlinson, B. (1998). Materials Development in Language Teaching. Cambridge: Cambridge University Press.
Richards, J.C. (1990). The language teaching matrix. Cambridge: Cambridge University Press.
British Council: ELT Textbooks and materials: Problems in Evaluation and Development
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This document discusses language acquisition in education. It defines language acquisition as the process of learning to perceive, comprehend, produce and use words and sentences to communicate. There are two categories of language acquisition: first and second language acquisition. The document notes that language acquisition is important as it allows children to communicate their feelings, goals and intentions using proper grammar. It also discusses how language acquisition applies to 21st century education through vocabulary development, guided interaction, metacognition and more. Finally, the role of technology in supporting language acquisition in the classroom is addressed.
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This document discusses the role of teaching materials in language instruction. It notes that while learners should be the center of instruction, materials often end up controlling instruction because teachers and learners rely heavily on them. Good materials have an instructional philosophy and approach that suit learners' needs, use accurate and up-to-date English, and provide support for learning. Teachers must carefully evaluate materials and be aware of commercial influences and copyright issues when selecting materials.
Materials Evaluation Intro
The document discusses the importance of materials evaluation and design in language teaching. It notes that materials evaluation, syllabus design, and learner assessment are central activities in applied linguistics. Experienced teachers are able to predict how learners will respond to different types of published materials and know what to use, adapt, and supplement. The document emphasizes that language teachers need the competence to make informed decisions about choosing and using teaching materials, as well as developing their own materials when existing options are inadequate.
Designing materials 2
The document discusses the importance of designing effective teaching materials. It states that materials should stimulate learning, match learning objectives, and support the learning process. Good materials arouse interest, meet learner needs, provide language examples and activities, and encourage authentic use. When designing materials, one should consider learner needs, available resources, teaching experience, the curriculum, and make materials contextualized, encourage interaction, develop learning skills, offer integrated language use, be authentic, attractive, and have clear instructions. Examples of materials that can be designed include flashcards, pictures, wall charts, posters and newspaper articles. Advantages of designing materials include motivating learners and encouraging teacher autonomy, while disadvantages include the time required and ensuring coherence.
Designing materials for teaching autonomy
Materials used in teaching can take many forms and should facilitate the learning process. When designing materials, they should match learning objectives, stimulate learners, and support the learning process. Some key factors to consider include learner needs, available resources, the teacher's skills, and curriculum context. Effective materials encourage interaction, integrated language use, and developing learning strategies. They should be authentic, attractive, and provide clear instructions. Some examples of materials a teacher can design are flashcards, wall charts, posters, and magazine pictures. Benefits of designing materials include motivating learners and allowing teacher autonomy, while disadvantages include the time required and ensuring quality.
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material development
- 2. TABLE OF CONTENTS 01 02 03 04 Defenition of materials development? Defenition of materials? Issues in materials development Who should develop the materials? 05 Current trends in materials development 06 future of materials development
- 3. Materials development is both a field of study and a practical undertaking. What is materials development?
- 4. What are materials? Materials include anything which can be used to facilitate the learning of a language.
- 5. linguistic visual auditory kinesthetic Print Out live performance or display cassette, CD- RoM, DVD Internet instructional, experiential, elicitative or exploratory Etc…….
- 6. needs and wants of the learners should drive the materials professional materials writers and Teacher in an ad-hoc, impressionistic way. there are many debate about using authentic text What are the issues in materials development? What should drive materials? How should materials be developed? How should materials be evaluated? Should texts be authentic?
- 7. Authentic texts can provide exposure to language as it is typically used. motivating effect on learners they can lead to faulty learning. they deny the learners opportunities for informal learning and the development of self-esteem. without authentic text, they help the learners by focusing their attention on the target feature, simplification and contrivance can facilitate learning. Authentic text
- 8. Other Issues : ● benefits administrators and teachers without fulfill for the needs and wants of learners ● course book is a cost effective way Do learners need a course book? ● most teachers continue to use commercially published materials Do learners need published material at all? ● learners should be provided with many more opportunities to acquire language informally from exposure to language in use. Should materials be learning or acquisition focused? ● to make sure that they do not give offence or cause embarrassment. Should published materials be censored?
- 9. Other Issues : ● Course book writers are much more influenced by what is conventional practice than by theories of language practice or even by classroom research Should materials be driven by theory or practice? ● Most published materials are inevitably driven by perceived market needs Should materials be driven by syllabus needs, learner needs or market needs? ● It is important to provide learners with what they expect or else risk rejection of the materials. Should materials cater for learner expectations or try to change them? ● to help the learners to acquire language and that they are not responsible for their educational development. ● not only are personal and educational development main objectives of any language course but that the achievement of these objectives actually facilitates the acquisition of language too. Should materials aim for language development only or also aim for personal and educational development? Should materials aim to contribute to teacher development as well as language learning? ● published materials should aim to help teachers to develop
- 10. Professional materials writers and The Teacher. Who should develop the materials?
- 11. What are the current trends in materials development? Material need to discoveries 02 more materials making use of corpus 03 produce reader series 04 relationship between students and learning process 01 Positive trend
- 12. What are the current trends in materials development? increase that link with affective engagement of learners 06 increasing in using internet 07 Movement of grammar 08 increase in producing their relevant local material 05
- 13. What are the current trends in materials development? ● -there is some material which is need by students to make discoveries by themselves from sample of language in use. 02 Saturn is the ringed one 03 Despite being red, Mars is cold 04 Venus has a beautiful name 01
- 14. What are the current trends in materials development? ‘central place of grammar in the language curriculum’ 02 Prominence between listening and speaking than reading and writing. 03 assumption that the learners do not get something 04 ignored or sometimes abused in using literature in course book 01 Negative Trends
- 15. What are the current trends in materials development? obeying student learning style 06 ● tendency to underestimate learners linguistically, intellectually and emotionally 07 course books still focus on English as used by native speakers 05
- 16. What is the Future Material Development? Personalization and localization of aterial in greater way Flexibility and creativity of material Opportinities for learners Multicultural perspective and awarness More affectively engaging content Nmore respect for learner
- 17. THANKS!