The document discusses principles of materials design according to various experts including Tomlinson, Nunan, Hutchinson, and Waters. It states that while there is no universal set of principles, experts have proposed frameworks and guidelines. Nunan outlined six principles such as materials linking to curriculum and encouraging application of skills. Tomlinson proposed 16 principles including achieving impact, relevance, and accommodating learning styles. Hutchinson and Waters presented a seven-step model of needs analysis, syllabus, development, methodology, trials, evaluation and revision. The document concludes that materials writers claim to rely more on intuition than explicit principles.

1. PRINCIPLES IN
MATERIALS DESIGN

2. I. INTRODUCTION

3. “Materials are anything which is used by
teachers or learners to facilitate the learning
of a language.”
-
(Tomlinson, 2012)

4. How do writers write materials?

5. According to Tomlinson:
1. Writers benefit from inspiration.
 Replication and adaptation of previously
successful materials.
2. Repertoire of materials of their own
design

6. According to Tomlinson (2011) some
material writers rely on their repertoire and
inspiration, whereas others establish the
principles first before they start designing
the materials (Tomlinson, 2011).

7. Tomlinson (2012) suggests material
designers should follow “a set of agreed
principles”; in other words, a principled
framework which should be based on both
universal principles and local criteria in the
designing process.

8. So what are these principles? Are
they all created equally? How do writers
decide which ones apply to them?

9. PRINCIPLES IN MATERIALS
DESIGN PRESENTED BY
NUNAN, TOMLINSON,
HUTCHINSON AND WATERS
II. DISCUSSION

10. 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 interaction.
A. DAVID NUNAN’S SIX PRINCIPLES IN
MATERIALS DESIGN (1988)

11. 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.
A. DAVID NUNAN’S SIX PRINCIPLES IN
MATERIALS DESIGN (1988)

12. AUTHENTIC vs
CREATED MATERIALS

13. 1. Nunan (1988) defines authentic materials
as the materials "which have been produced
for purposes other than to teach language".
2. Nunan (1999) defines authentic materials
as spoken or written language data that has
been produced in the course of genuine
communication, and not specifically written
for purposes of language teaching.
DEFINITION OF AUTHENTIC
MATERIALS BY DAVID NUNAN

14. Other Definition from the
Point of View of Different Writers
• According to Herod (2002) authentic learning
'materials and activities' are designed to imitate
the real world situations.
• Herrington and Oliver (2000) suggested a new
pedagogical term, called "authentic learning".
This term is directly related to the students' real
life and prepares them to face and deal with real
world situations.

15. • Jacobson et al (2003, p. 1) sees authentic
materials as printed materials, which are used
in classrooms in the same way they would be
used in real life.
• In other words, Stubbs (1996) defines
authentic texts as "actual, attested, and such
that they have real authentic instances of
use.“
• According to Carter & Nunan (2001, p. 68)
authentic materials are "ordinary texts not

16. Types of Authentic Materials
Teaching materials are a very essential
part of teaching and learning a foreign
language. These days, the resources for
teaching materials are available for
everybody. The internet is regarded as a very
important and rich source for authentic
materials.

17. Genhard (1996) classified authentic
materials into three categories as
follows:
1. Authentic listening materials
 radio news, cartoons, songs, etc.
2. Authentic visual materials
 street signs, magazines and newspapers pictures,
post cards, etc.
3. Authentic printed materials
 sports reports, newspapers, restaurant menus, train
tickets, etc.

18. ADVANTAGES OF
AUTHENTIC MATERIALS
Linguistic Advantages
Harmer (1994) states that authentic material has
positive effects on learners, in that it:
(1) Helps learners to produce better language.
(2) Helps learners to acquire the language faster.
(3) Makes learners more confident to deal with real life
situations.

19. (4)They expose learners to real language;
(5) They are more related to learners' needs;
(6) They have a positive effect on learners'
motivation;
(7) They bring cultural information to the
students‘ attention.

20. Non-Linguistic Advantages
• In addition, some empirical studies conducted by
Thanajaro (2000) and Otte (2006), concluded that
authentic materials have a positive effect on
learners' motivation and encourage them to learn
better.
• Berardo (2006) experienced using authentic
materials and notices that they contributed in
increasing his learners' motivation and he himself,
likes using them.
• Sherman (2003), mentions that the importance of
authentic materials reside in the fact that "it is a
window into culture."

21. DISADVANTAGES OF
AUTHENTIC MATERIALS
• Miller (2005) also states that authentic materials are
"too difficult and time consuming to select, edit and
prepare."
• In addition, Martinez (2002) argues that authentic
materials are regarded too culturally biased and
difficult to comprehend by learners in the classroom.
He also adds concerning the cultural effect, that
"authentic texts from one culture may give a false
impression to students from another, unless they
are presented in an authentic context which makes
it clear precisely what they exemplify."

22. DISADVANTAGES OF
AUTHENTIC MATERIALS
• Kilickaya (2004) believes that using
authentic materials with weak learners
frustrate and de-motivate them, because
they lack the required skills and vocabulary
to deal with presented text, successfully.

23. CREATED MATERIALS
• Created materials refer to textbook and other
specially developed instructional materials.
(Nunan, 1988)
• Materials expressly created for the foreign
language learner (Gallien, Hotho & Staines, 2000;
Kmiecik & Barkhuizen, 2006).
• Those that are specifically designed for the
language learners. They are either adapted or
simplified or written keeping in mind the language
proficiency of the learners in question. (Awasthi,
2006)

24. B. HUTCHINSON AND WATERS’
PRINCIPLES OF MATERIAL DESIGN
1. Good materials provide stimulus to
learning and encourage students to learn.
2. Good materials should help the teaching-
learning process.
3. Materials embody a view of the nature of
the language learning.

25. B. HUTCHINSON AND WATERS’
PRINCIPLES OF MATERIAL DESIGN
4. Materials reflect the nature of the learning
task.
5. Materials function to broaden the basis of
teacher training by introducing teachers to
new techniques.
6. Materials provide correct models of
appropriate language use.

26. C. TOMLINSON’S 16 PRINCIPLES
OF MATERIAL DESIGN
1. Materials should achieve impact.
2. Materials should help learners to feel at
ease.
3. Materials should help learners to develop
confidence.
4. What is being taught should be perceived
by learners as relevant and useful.
5. Materials should require and facilitate
learner self-investment.

27. C. TOMLINSON’S 16 PRINCIPLES
OF MATERIAL DESIGN
6. Learners must be ready to acquire the
points being taught.
7. Materials should expose the learners to
language in authentic use.
8. The learners’ attention should be drawn to
linguistic features of the input.
9. Materials should provide learners with
opportunities to use the target language to
achieve communicative purposes.

28. C. TOMLINSON’S 16 PRINCIPLES
OF MATERIAL DESIGN
10. Materials should take into account that
the positive effects of instruction are usually
delayed.
11. Materials should take into account that
learners differ in learning styles.
12. Materials should take into account that
learners differ in affective attitudes.
13. Materials should permit a silent period at
the beginning of instruction.

29. III. CONCEPTUAL FRAMEWORK

30. Materials should be clearly
linked to the curriculum they serve
(Nunan, 1988).

31. The curriculum cycle below illustrates
the three phases of the curriculum
development.
PHASE 1 PHASE 2 PHASE 3
Curriculum Planning
•Identify learner needs
•Set goals and objectives
•List materials
•Write tests
Curriculum
Implementation
•Instruct learners
•Monitor and adapt
instruction
•Provide supplementary
materials
Curriculum Evaluation
•Test learners
•Evaluate curriculum
•Plan changes in the
curriculum

32. III. THEORETICAL FRAMEWORK

33. Figure 1: A Material Design Model
(Hutchinson and Waters, 1987)

34. Further, Hutchinson and Waters present
the process of designing learning
materials as follows:
1) Conducting needs analysis
2) Writing syllabus
3) Developing the materials
4) Developing teaching methodology
5) Trying out the materials
6) Evaluating the materials
7) Revising the materials

35. SUMMARY

36. There is no published, universal set of
principles for materials design and in fact
commercial material writers claim to be
whimsical in their approach and “follow their
intuitions rather than an overt specification
of objectives, principles and procedures”
(Tomlinson, 2011) and “replicating previous
materials, adapting activity types that have
worked for them before and relying upon
creative inspiration” (Tomlinson, 2012).

37. REFERENCES:
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38. PRESENTED TO :
DR. MERCEDITA ALBERTO
PRESENTED BY :
RONALYN MERCADO
DAPHNE LYN DELFIN
CHRISTINE JANE MARAÑA
LEVYMAR VILLAPAÑA
REANNIE AREVALO
Laguna State Polytechnic University