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Questionnaire about materials development
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Questions in this quiz (10)
1According to Tomlinson, materials can be:
- Ainteractional, instructional, expositive, academic, and evaluative
- Binformative, instructional, experiential, eliciting and exploratory
- Cexplicit, practical, methodological, evaluative and productive
- Dinstructional, innovative, evaluative, practical and informative
2Tomlinson (2003) proposes a process for generating principled criteria instead of an
unrealistic set of criteria for all contexts.
- ATrue
- BFalse
3Proponents of the coursebook argue that it is a cost-effective way of providing the learner
with:
- Asecurity, system, progress and revision
- Bcertainty, effectiveness, credibility and standstill
- Cillusion, needs, security and provision
- Duniformity, adaptation, successful and authenticity
4Coursebooks communicate a view of [blank_start]teaching[blank_end] and [blank_start]learning[blank_end], a view of the target [blank_start]language[blank_end] and the culture(s) they represent and the worldview of their producer. This is potentially dangerous as the [blank_start]coursebook[blank_end] is revered in many [blank_start]classrooms[blank_end] as the authority and there is a risk of its users uncritically accepting its views. However, my experience throughout the world is that [blank_start]teachers[blank_end] and [blank_start]learners[blank_end] are more critical than they are given credit for and often resist the commodity they are being asked to consume. However, to protect the intended consumers it is important that teachers’ and language courses focus
on developing constructive [blank_start]criticality[blank_end] as one of their [blank_start]objectives[blank_end].
Tomlinson, B. (2010b). What do teachers think about EFL coursebooks? Modern English Teacher 19.4, 5–9.
- Ateaching
- Blearning
- Clanguage
- Dcoursebook
- Eclassrooms
- Fteachers
- Glearners
- Hcriticality
- Iobjectives
5Tomlinson differentiates between [blank_start]universal[blank_end] and [blank_start]local criteria[blank_end], the former being those that can be used to [blank_start]evaluate[blank_end] materials for any learner anywhere. To [blank_start]generate[blank_end] these criteria he advises evaluators to brainstorm a list of principled [blank_start]beliefs[blank_end] that they hold about how [blank_start]languages[blank_end] are most effectively [blank_start]acquired[blank_end] and then convert these beliefs into criteria for [blank_start]evaluating[blank_end] materials, such as ‘Are the materials likely to achieve affective engagement?’ (Tomlinson 2003b: 28). He defines local criteria as those specific to the [blank_start]context[blank_end] in which the [blank_start]materials[blank_end] are going to be used, arguing that they are best generated from a [blank_start]profile[blank_end]. He also recommends a procedure for generating such criteria (pp. 27–33), which was used in Tomlinson et al. (2001) and in Masuhara et al. (2008) for evaluating [blank_start]coursebooks[blank_end] and on a number of materials development projects led by Leeds Metropolitan University in, for example, China, Ethiopia and Singapore.
- Auniversal
- Blocal criteria
- Cacquired
- Dcontext
- Ecoursebooks
- Fevaluating
- Gall materials
- Hlanguages
- Ievaluate
- Jgenerate
- Kprofile
- Lbeliefs
6It is known as the process of Rationalization; a far reaching process whereby traditional modes of thinking were being replaced by an ends/means analysis concerned with efficiency and formalized social control. For Weber, the archetypical manifestation of this process was the Bureaucracy; a large, formal organization characterized by a hierarchical authority structure, well-established division of labor, written rules and regulations, impersonality and a concern for technical competence. Bureaucratic organizations not only represent the process of rationalization, the structure they impose on human interaction and thinking furthers the process, leading to an increasingly rationalized world. The process affects all aspects of our everyday life. Ritzer suggests that in the later part of the Twentieth Century the socially structured form of the fast-food restaurant has become the organizational force representing and extending the process of rationalization further into the realm of everyday interaction and individual identity. McDonald's serves as the case model of this process in the 1990's. That is to say, It is the process by which the principles of the fast-food restaurant are coming to dominate more and more sectors of American society as well as of the rest of the world.
- AMcDonaldization
7ELT materials reflected the spirit of the times, as professionals sought to implement shifts in social attitudes into the design of classroom work. For this reason, it is important to take into account the recognition of the status of different cultures and minorities.
- Amulticulturalism
8In Neoliberalist thinking, the market is arbiter of all - it regulates supply and matches it to demand, it sets prices and supposedly regulates efficient dsitribution.
- ATrue
- BFalse
9According to Ritzer, the four main dimensions of McDonaldization are:
- AEfficiency, calculability, predictability and control
- BControl, quantity, power and uniformity
- CBusiness, consumer workers, quantity and deskilling
10According to Maley (2011) the norm for coursebooks is not to pre-determine the content, the order in which is it presented, the rate of progressionand the procedures for using the content.
- ATrue
- BFalse
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- Author
- Daniel Bernal
- Language
- Español
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- History
- Created on 13 Mar 2016 · updated on 15 Mar 2016
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