Materials Design-Materials Development for language learning and teaching

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Brian Tomlinson 2012
Lizeth  Castillo Mise
Flashcards by Lizeth Castillo Mise, updated more than 1 year ago
Lizeth  Castillo Mise
Created by Lizeth Castillo Mise about 6 years ago
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State of the Art Materials Design for Language Learning and Teaching Materials Design Multimedia & Hypermedia Lizeth Castillo Mise 2019
Definition of Materials for language learning Anything that can be used to facilitate the learning of a language, including coursebooks, videos, graded readers, flash cards, games, websites and mobile phone interactions.
Classification of materials by Tomlinson •Informative •instructional •Experiential •Eliciting •Exploratory
Definition of "Materials Development" by Tomlinson "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"
In which year Materials development began to be treated seriously by academics as a field? The mid 1990's
Some associations that concerned on how materials can be developed and exploited to facilitate language acquisition were ... SELMOUS, MATSDA, JALT, MICELT and TESOL, among others.
Materials as a practical activity and as a field. •As a practical activity it involves the production, evaluation and adaptation of materials. •As a field it investigates the principles and procedures of the design, writing, implementation, evaluation and analysis of materials.
Matthews (1985), insists that any evaluation should start from a __________ Specification of the teaching situation
Tomlinson in 2003 stresses that evaluators need to develop their own principled criteria which take into consideration the context of the evaluation and their own beliefs. True or false? True
Tomlinson differentiates between ______can be used to evaluate materials for any learner anywhere and _______, that is specific to the context in which the materials are going to be used. Universal criteria and local criteria
The difference between evaluation and analysis of materials -Tomlinson- •Evaluation ‘focuses on the users of the materials’ and attempts to measure the potential or actual effects of the materials on their users. •Analysis focuses on the materials and aims to identify what they contain.
McDonough & Shaw (2003: 61) four main considerations when deciding on the suitability of materials are •Usability, •Generalisability, •Adaptability •Flexibility
McGrath (2002) proposed the objectives, principles and procedures of adaptation in ‘four evaluative processes’ when basing a lesson on a coursebook as follows •Teachers may select the material that will be used unchanged, •Reject either completely or partially sections of the material, •Add extensions or further exploitation of the existing materials •Replace components of the materials.
According to Prowse in 1998, coursebook writing is more a creative process than a ? Mechanical Process
The three ways of applying commonly agreed theories of language acquisition to materials development by Tomlinson. • the language experience needs to be contextualized and comprehensible • the learner needs to be motivated, relaxed, positive and engaged • the learner needs to achieve deep and multi-dimensional processing of the language
Teachers should use their textbooks as resources rather than as ____ Scripts.
Katz (1996) found that the actual use of materials in teachers’ classrooms depended on the different _______? Teachers' pedagogical needs and goals
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.
Gross (1992)claims that ‘We can accelerate and enrich our learning, by by engaging the senses, emotions, imagination
Ferguson (2003) ‘Angloglobalisation’ a positive connection between the British Empire, English and globalization
The global coursebook is an artifact (Gray, 2010) Which promotes socio-economic norms through its texts, activities, values and, especially, its illustrations.
Mukundan (2009) and the ‘declared agenda’ of the classroom The teacher is orchestrated by the textbook writer to create a ‘zoo-like environment, where learners behave like caged animals, performing planned tricks for the animal trainer...’
Whether Computer Assisted Language Learning (CALL) materials facilitate learning depends on ‘how the technology is implemented’.
Difference between C.A.L.L materials, Web Sources and ICT applications -CALL materials (i.e. ELT materials available from websites, computer software, online courses), -Web sources (e.g. Google, YouTube, Facebook) -ICT applications can make use of both to deliver materials and to facilitate interaction (e.g. mobile phones).
The three types of advantages of technology in language learning materials (Reinders & White 2010) -Organisational advantages (easy access, easy sharing and recycling and cost efficiency) -Pedagogical advantages (as authenticity, interaction and situated learning) -Learner advantages (instant feedback, choice of route and sequence, monitoring of progress, and empowerment)
Tomlinson' opinions on the future of materials Materials will increasingly be delivered electronically through computers and smartphones; commercially produced materials will continue to provide users with the materials they expect and more institutions will decide that the only way to develop locally appropriate materials is to do it themselves.
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