This document discusses frameworks and approaches for materials and methods in language teaching. It introduces several contexts for English language teaching such as EFL, ESL, EYL, and ESP. Key contextual factors that influence materials and methods are described, including learner characteristics, the teaching setting, and resources. Common types of syllabus organization are outlined such as grammatical, functional-notional, situational, and task-based. The principles of Communicative Language Teaching are discussed, along with its development and implications. The Task-Based Language Teaching approach is also introduced, with its three-phase framework of pre-task, task cycle, and language focus.

1. The Framework of Materials and
Methods and Current Approaches to
Materials and Methods
ISNAINI SARINASTITI
18716251033
LESTIANA NINDYA PUTRI
18716251005
Re-source Based
Learning Materials
Development

2. The Framework of Materials
and Methods

3. Introduction: Setting the scene
English language teaching has been diversifying:
• English as a Foreign Language (EFL)
• English as a Second Language (ESL)
• English for Young Learners (EYL)
• English for Specific Purposes (ESP)
• English for Academic Purposes (EAP)
• Content and Language Integrated Learning
(CLIL)

4. The framework: Context and Syllabus

5. Contextual factors: Learners
• Age
• Interests
• Level of proficiency in English
• Aptitude
• Mother tongue
• Academic and educational level
• Attitudes to learning
• Motivation
• Reasons for learning
• Preferred learning styles
• Personality

6. Contextual factors: The setting
• The role of English in the country
• The role of English in the schooland its place in the curriculum
• The teachers
• Management and adinistrations
• Resources availablity
• Support personel
• The number of pupils
• Time
• Physical environment
• The socio-cultural environment
• The tpes of tests used
• Procedures (if any) for monitoring the evaluation

7. The settings
Hedge (2000) :
Social, ducational, pupils and teacher
variables.
Malamah-Thomas (1987:97):
Phsical, temporal, psycho-social,
educational.

8. The syllabus
• Approach
• Design
• procedure

9. Key principles of syllabus
organization:
1. Grammatical structures
2. Fuctional-notional
3. Situational
4. Skills based
5. Topic based
6. Task based

10. Two pints that must be briefly made:
1. Most syllabuses are based on a combination
of two or more of the types.
2. The need to distinguish between:
Syllabus Syllabus Inventory

11. Current Approaches to
Materials and Methods

12. Communicative Language
Teaching (CLT) Approach
Task-Based Approach

13. Richards and Rodgers (2001: 151)
state that CLT is an ‘approach’ in
the sense that it represents ‘a
diverse set of principles that
reflect a communicative view of
language and language learning
and that can be used to support a
wide variety of classroom
procedures’.
The principles of Communicative Language Teaching are today
widely accepted around the world.
Communicative Language
Teaching (CLT) Approach

14. Communicative Language Teaching Development
1st phase, a primary concern was the need to develop
a syllabus that was compatible with the notion of
communicative competence (Wilkins, 1976).
2nd phase, CLT focused on procedures for identifying
learners’ needs and this resulted in proposals to make
needs analysis an essential component of
communicative methodology (Munby, 1978).
3rd phase, CLT focused on the kinds of classroom
activities that could be used as the basis of a
communicative methodology, such as group work,
task-work, and information gap activities (Prabhu,
1987).

15. The Impact and
Implications of CLT

16. Implication 1
Having awareness of communicative
functions helps learners to understand the
fact that communication could break down
if they only focus on linguistic (semantico-
grammatical) meaning and ignore the
intended use of the utterance (i.e. function)
by the speaker.

17. Implication 2
In talking about language function and language form,
there are other dimensions of communication to be
considered if we are to be offered a more complete
picture.
These are:
1. Topics
2. Context or Setting
3. Roles of people who involved

18. Implication 3
The implication here is that
we should concern ourselves
not only with accuracy of
form, but also with
appropriacy in relation to the
context.

19. Implication 4
This implication is referred to the concept of
cohesion and coherence.
‘Cohesion’ is the relationships between
different elements in a text (written or
spoken) are made explicit.
While ‘Coherence’ is about whether the whole
text is ‘makes sense’ or not.

20. Task-Based Approach
‘Tasks are always activities where the
target language is used by the learner
for a communicative purpose . . . in
order to achieve an outcome.’
(J. Willis, 1996).

21. TBL framework has three key
phases:
1.The pre-task phase.
2.The task cycle itself.
3.Language focus.

22. Learners Characteristics

23. • Personality.
• Motivation.
• Attitude.
• Aptitude.
• Preferred learning
styles.
• Learner’s intelligence.

24. THANKYOU!
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QUESTION, SUGGESTION,
OR ADDITION?
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25. GROUP DISCUSSION:
1.