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Materials development for language learning and teaching
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- 1Materials for language learningAnything that can be
used to facilitate the learning of a language, including coursebooks, videos, graded readers, flash cards, games, websites and mobile phone interactions, though, inevitably, much of the literature focuses on printed materials. - 2Materials can be...- Informative: informing the
learner about the target language
-Instructional: guiding the learner in practising thelanguage.
-Experiential: providing the learner with experience of the language in use.
-Eliciting: encouraging the learner to use - Exploratory: helping the learner to make discoveries about the language.
- 3Materials developmentIt refers 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. Ideally, all of these processes should be given
consideration and should interact in the making of language-learning materials.
- 4History of publications on materials developmentA few books and paper were published in earley 80s.
Then in the 90s several books and articles were published, directed to the developers of materials.
In the 2000s the books started to focus on the Materials development and design for teachers.
In the last years this books has focus on the applications of the theory of materials development.
- 5Materials evaluationThe following questions for evaluating criteria:
a) Is each question an evaluation question?
b) Does each question only ask one question?
c) Is each question answerable?
d) Is each question free of dogma?
e) Is each question reliable in the sense that other evaluators would interpret it in the same way? - 6Materials adaptationTeachers may select
the material that will be used unchanged, reject either completely or partially sections ofthe material, add extensions or further exploitation of the existing materials and replacecomponents of the materials. - 7Materials production• the language experience needs to be contextualised and comprehensible
• the learner needs to be motivated, relaxed, positive and engaged
• the language and discourse features available for potential acquisition need to be salient, meaningful and frequently encountered
• the learner needs to achieve deep and multi-dimensional processing of the language.
- 8Issues in materials development-The value of textbooks: the textbook is the best medium for delivering language-learning materials?
- The need for published materials: teachers and students welcome published materials and can gain from them.
-Pedagogic approaches: there have been many changes in the methodologies coursebooks claim to be using, but very little change in the pedagogy they actually use.
- 9Issues in materials development- Authenticity of texts and tasks: authentic materials can provide
meaningful exposure to language as it is actually used, motivate learners and help them develop a range of communicative competencies .
-Acceptability: Most publishers are understandably anxious to avoid giving offence and often supply their authors with lists of taboo topics, as well as guidelines on how to avoid sexism and racism. - 10Issues in materials development-Ideology in materials: it is inevitable that coursebooks communicate a view of teaching andlearning, a view of the target language and the culture(s) they represent and the worldview of their producer.
- The roles of new technologies in language-learning materials: schools wasting money on electronic delivery when they do not have any books, of institutions depending on electronic delivery but not having the resources to ensure reliability, and institutions providing so much
electronic delivery that they neglect face-to-face interaction. - 11Research in materials developmentWe need to take
materials evaluation forward into a more research-oriented framework, which will enable us to make claims about the effects of materials on the basis of evidence from research
- 12The current situationWe are now much more aware of the principles andprocedures of materials development that are most likely to facilitate language acquisitionand development and are much better at actually developing effective materials. Teachersalso seem to be more constructively critical of their coursebooks and to be more willing, confident and able to localise and personalise their coursebooks for their learners.
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- Fichas sobre Materials development for language learning and teaching, creado por Julieth Rojas el 29/04/2019.
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- Julieth Rojas
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