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Lec1 Engl1103

The document discusses instructional materials (IMs) for teaching language. It defines IMs as classroom tools that specify the content, techniques, and modes of teaching. IMs serve as the basis for classroom language input and practice. They can provide a detailed curriculum specification and define teaching roles. The document then discusses the roles and benefits of IMs for teachers and students, as well as basic principles and types of IMs, including textbooks, workbooks, teachers guides, and multimedia materials.

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John Patrick Ganarial
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23 views35 pages

Lec1 Engl1103

The document discusses instructional materials (IMs) for teaching language. It defines IMs as classroom tools that specify the content, techniques, and modes of teaching. IMs serve as the basis for classroom language input and practice. They can provide a detailed curriculum specification and define teaching roles. The document then discusses the roles and benefits of IMs for teachers and students, as well as basic principles and types of IMs, including textbooks, workbooks, teachers guides, and multimedia materials.

Uploaded by

John Patrick Ganarial
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Language Learning

Materials
Development
ENGL 1103
Dr. Daisy O. Casipit
INSTRUCTIONAL
MATERIALS (IM’S FOR
TEACHING LANGUAGE)
• Instructional materials may be
operationally defined as especially designed
classroom tools which contain instructions
to learners and teachers, and which specify
each increment of learning:
the content to be learned; the techniques
of presentation; practice and use of that
content; and the modes of teaching
associated with those techniques
(Johnson, RELC Journal)
• Instructional materials generally
serve as the basis for much of the
language input learners receive and
the language practice that occurs in
the classroom (Richards)
• IMs are an important element within
the curriculum and are often the most
tangible and visible aspect of it
(Nunan, 1991)
• They can provide a detailed
specification of content, even in
the absence of the syllabus
(Richards and Rodgers, 1986)
• They can define the goals of
the syllabus, and the roles of
the teachers and the learner
within the instructional
process (Wright, 1987)
Roles of
Instructional
Materials
- Cunningsworth (1995) summarizes the role
of materials (particularly course books) in
language teaching as a:
• resource for presentation materials
• source of activities for learner practice and
communicative interaction
• reference source for learners on
grammar, vocabulary, pronunciation, etc.

• source of stimulation and ideas for


classroom activities
• syllabus (where they reflect learning
objectives which have already been
determined)
• support for less experienced teachers
who have yet to gain in confidence in
the language classroom
- Dudley-Evans and St. John (1998)
suggest that for teachers of ESP courses,
materials serve the following functions:
▪ as a source of language
▪ as a learning support
▪ for motivation and stimulation
▪ for reference
BASIC PRINCIPLES IN
MATERIALS
DEVELOPMENT
(Tomlinson, 1998)
▪ Materials should achieve impact.
▪ Materials should help learners to feel at ease.
▪ Materials should help learners to develop
confidence.
▪ What is being taught should be perceived by
learners as relevant and useful.
▪ Materials should require and facilitate
learner self-investment.
▪ Learners must be ready to acquire the points
being taught.
▪ Materials should expose the learners to
language in authentic use.
▪The learners’ attention should be drawn to
linguistic features (i.e. grammatical or phonological characteristics of a
language) of the input.

▪Materials should provide the learners with


opportunities to use the target language to
achieve communicative competence.
▪ Materials should take into account
that the positive effects of
instruction are usually delayed.
▪ Materials should take into account
that learners differ in learning
styles.
▪ Materials should take into account
that learners differ in affective
attitudes.
▪Materials should permit a silent
period at the beginning of
instruction.
▪Materials should maximize
learning potential by encouraging
intellectual, aesthetic and
emotional involvement which
stimulates both right and left brain
activities.
▪ Materials should not rely too
much on controlled practice.
▪ Materials should provide
opportunities for outcome
feedback.
BENEFITS OF
INSTRUCTIONAL
MATERIALS
TEACHERS

▪ Provide materials for presentation of


new items for reinforcement,
consolidation and practice.
▪ Provide materials for teaching
particular skills, particular areas of
languages and other special
difficulties.
▪ Guide the teacher on the methods
and techniques in introducing the
lessons and the series of exercises
for teaching the concepts.
▪ Give them more opportunity to
make the best use of their time and
skills to do more real teaching.
STUDENTS

▪Concretize the syllabus.


▪Opportunity for individual work in or
outside the classroom.
▪Follow a course of study with little help
from teachers.
TYPES OF
INSTRUCTIONAL
MATERIALS
1. TEXTBOOK

▪ Main reference for the entire


course.
▪ Usually chose by the school.
▪ Reflects the minimum learning
competencies for specific
levels.
▪Arranged in units or chapters which
can be labeled according to themes,
topics, skills, grammar structures or
functions depending on the syllabus
type followed.
▪Contains readings, teaching points,
drills, activities, and tasks for every
day lessons.
2.WORKBOOK/
SKILLBOOK
▪Usually accompanies the textbook.
▪Provides exercises and drills on
specific skills in listening,
speaking, reading, and writing.
▪Presents reinforcement and
remedial activities to support
lessons in the textbooks.
3. TEACHER’S BOOK/
TEACHER’S MANUAL/
TEACHER’S GUIDE
▪Contains a detailed rationale for
textbook.
▪Explain the scope and the
sequence for the lessons.
▪Includes introductory notes on how
to use the textbooks, specific
objectives for each lessons and
suggested strategies for teaching
the lessons.
▪Provides guidance in planning the
lessons from materials to suggested
activities.
4. WORKTEXT
▪Combines the features of the
textbooks and workbooks.
▪Provides teaching points like those in
the textbook.
▪Reinforces the teaching points with
many drills and exercises just like
those that contain an A-Z or practical
suggestions for teaching.
5. MODULE and SELF-
LEARNING KIT (SLK)
▪More interactive than the other types of
written IMs that appear in the workbook.
▪Develops independent study through self-
paced instruction.
▪Contains post-test, pre-test, lesson inputs,
exercises and drills—provisions for self-paced
learning.
6. REFERENCE BOOK

▪Provides general information on


various topics.
▪Includes encyclopedia,
dictionary, atlas, manuals, etc.
7. MULTIMEDIA
INSTRUCTIONAL
MATERIALS
▪Audio and Visual materials
accessible through various media
like radio, television, and the
computer.
▪Also includes interactive
courseware on various topics.

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