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Materials development for language learning and teaching - Tomlinson

diana.marsella.1 10 questions

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  1. 1Do ‘Materials development’ refer 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?Image for question 1
    1. ATrue
    2. BFalse
  2. 2Tick the sources consider as Materials for Language LearningImage for question 2
    1. ACoursebooks Image for option A
    2. BWebsites obile phone interactionsImage for option B
    3. CVideosImage for option C
    4. DGraded readersImage for option D
    5. EVideo gamesImage for option E
    6. FFlash cardsImage for option F
    7. GGamesImage for option G
    8. HComputersImage for option H
  3. 3Materials can be:Image for question 3
    1. AEfforingImage for option A
    2. BInformativeImage for option B
    3. CInstructiveImage for option C
    4. DDesirableImage for option D
    5. EExperientialImage for option E
    6. FExploratoyImage for option F
    7. GSubsequentlyImage for option G
  4. 4Tomlinson & Masuhara (2004: 7) proposed the following questions for evaluating criteria:
    a) Is each question an [blank_start]evaluation[blank_end] question?
    b) Does each question [blank_start]only ask[blank_end] one question?
    c) Is each question [blank_start]answerable[blank_end]?
    d) Is each question free of [blank_start]dogma[blank_end]?
    e) Is each question [blank_start]reliable in the sense[blank_end] that other evaluators would [blank_start]interpret[blank_end] it in the same
    way?    Image for question 4
    1. Aevaluation
    2. Bonly ask
    3. Canswerable
    4. Ddogma
    5. Einterpret
    6. Freliable in the sense
  5. 5Many reports on micro-evaluations of materials are written for sponsors of projects or for publishers and are, understandably, confidential. Some reports of evaluations of materials in action are dotted throughout the literature but are rarely collected in one volume or issue.Some reports of evaluations of materials in action are dotted throughout the literature but are rarely collected in one volume or issue. This is a point made by Ellis (2011: 234), who adds that such micro-evaluations are: Image for question 5
    1. AAlways seen as not localised and big scale, and so theoretically interesting.
    2. BOften seen as too localised and too small scale, and so theoretically uninteresting.
    3. CNever seen as localised and middle scale, and so theoretically unuseful
  6. 6Which Author did suggest that: 'Providing the learners with an important role in adapting the materials they are using. In order to involve learners in the process, she proposes that materials should actually be written with learner adaptation in mind, aiming to be learner-centred, flexible, open-ended, relevant, universal and authentic, and giving choices to learners.'?Image for question 6
    1. AMcDonough & Shaw (2003
    2. BMadsen & Bowen (1978)
    3. CCunningsworth (1984)
    4. DSaraceni (2003)
  7. 7Tomlinson & Masuhara (2004: 11) aim ‘to [blank_start]help[blank_end] teachers to [blank_start]reflect[blank_end] upon their own [blank_start]practice[blank_end]
    and [blank_start]identify[blank_end] principles and [blank_start]systematic procedures[blank_end] for materials adaptation’.     Image for question 7
    1. Ahelp
    2. Bcreate
    3. Creflect
    4. Dunderstand
    5. Eperformance
    6. Fpractice
    7. Gidentify
    8. Hdefine
    9. Ilinear operations
    10. Jsystematic procedures
  8. 8Organice the 3 main aspect of 'Materials production'
    1 [blank_start]How writers write[blank_end]
    2 [blank_start]Principled development of materials[blank_end]
    3 [blank_start]Practical guidance to writers[blank_end]    Image for question 8
    1. AHow writers write
    2. BPrincipled development of materials
    3. CPractical guidance to writers
  9. 9What is the most common Approach in English coursebooks ?Image for question 9
    1. ATPR (Total Physical Response)
    2. BSilent Way
    3. CPPP (Presentation, Practice and Production)
  10. 10In the last forty years [blank_start]materials development[blank_end] has progressed dramatically, both as [blank_start]an academic field[blank_end] and as [blank_start]a practical undertaking[blank_end]. We are now much more aware of the [blank_start]principles and procedures[blank_end] of materials development that are most likely to [blank_start]facilitate language acquisition[blank_end] and development and are much better at actually [blank_start]developing effective materials[blank_end]. Teachers also seem to be more [blank_start]constructively critical[blank_end] of their coursebooks and to be more willing, confident and able to localise and [blank_start]personalise their coursebooks[blank_end] for their learners.Image for question 10
    1. Amaterials development
    2. Ban academic field
    3. Ca practical undertaking
    4. Dprinciples and procedures
    5. Efacilitate language acquisition
    6. Fconstructively critical
    7. Gdeveloping effective materials
    8. Hpersonalise their coursebooks

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http://journals.cambridge.org Downloaded: 16 May 2012 IP address: 131.111.127.89 Lang. Teach. (2012), 45.2 , 143–179 c  Cambridge University Press 2012 doi:10.1017/S0261444811000528 State-of-the-Art Article Materials development for language learning and teaching Brian Tomlinson Leeds Metropolitan University brianjohntomlinson@gmail.com
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