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LLMD Final Reviewer

The document discusses materials development for language learning, which involves designing, selecting and adapting resources to support language acquisition. Effective materials consider learner needs, proficiency levels and context. Materials development is done through research, analysis and collaboration among educators. The document also outlines various principles, types, qualities and factors to consider in developing instructional materials.

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29 views5 pages

LLMD Final Reviewer

The document discusses materials development for language learning, which involves designing, selecting and adapting resources to support language acquisition. Effective materials consider learner needs, proficiency levels and context. Materials development is done through research, analysis and collaboration among educators. The document also outlines various principles, types, qualities and factors to consider in developing instructional materials.

Uploaded by

Zach Zach
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Materials development - refers to the systematic process of creating educational

resources to support language learning.

Materials development involves…


1. Designing
2. Selecting
3. Adapting

Effective materials development considers…


1. Learner’s needs
2. Language proficiency levels
3. Cultural context
4. Educational goals.

Language Materials Development can be done through:


1. Research
2. Analysis
3. And collaboration among educators, instructional designers, and subject matter experts.

Procedures in Developing IM’s


 Analysis
 Planning
 Developing
 Evaluating
 Revising
ROLE OF INSTRUCTIONAL MATERIALS
 Resource for presentation materials
 Sources of activities of learners practice
 Reference source for learners (grammar, vocabulary and etc.)
 Syllabus

PRINCIPLES OF SECOND LANGUAGE ACQUISITION


 Expose learners to language to authentic use
 Help learners to pay attention to authentic imput
 Achieve impact as they arouse the curiosity and attention of learners
 Provide learners to use the target language in communicative process
DIFFERENT LEARNING STYLES
• Visual – see
• Auditory - Hear
• Kinaesthetic - Physical
• Studial -pay attention and like to be corrected
• Experiential - communication than with correctness
• Analytic - learn them one by one
• Global - happy to respond to whole chunks of language
• Dependent - from a teacher and from a book
• Independent - learn from their own experience
•

CHAPTER II: PREPARATION OF MATERIALS


TYPES OF IM’s:
1. Printed and Duplicated Materials
2. Non-Projected Display Materials
3. Still Projected Display Materials
4. Audio material(s)
5. Linked Audio and still Visual Materials
6. Cine and Video Materials
7. Computer-mediated Materials

CLASSIFICATION OF MATERIALS

a. Informative - informing the learning about the target language.


b. Instructional - guiding the learner in practicing the language.
c. Experiential - providing the learner with experience of the language in use.
d. Eliciting - encouraging the learner to use the language.
e. Exploratory - helping the learner to make discoveries about the language.
AUTHENTIC MATERIALS
 any text (printed or digital)
 derived from the actual world and not developed expressly for language instruction.

CREATED MATERIALS
 instructional resources that have been particularly designed.
 It refers to all of the materials intended to facilitate teaching and learning in
the classroom.
Advantages claimed for Authentic Materials
 They have a positive effect on learner motivation.
 They provide exposure to real language.
 They relate more closely to the learner’s needs.
 They support a more creative approach to teaching.

Advantages claimed for Created Materials


 adapted to the needs of the students.
 adapted to the learning styles of the students.
 might be encouraging for students.
 may be preferable to real sources.

QUALITIES OF A GOOD MATERIAL

 What being taught should be perceived by learners as relevant and useful


 Material should require to facilitate learners self investment
 Learners must be ready to acquire in authentic use
 Material should provide learner’s with opportunity to use the language
 Provide learners for outcome feedback

FACTORS TO CONSIDER IN WRITING IM’s

1. UNDERSTANDING - It requires matching the materials to the learners’ abilities and


prior knowledge.
2. STRUCTURING or CLARIFYING - involves organizing the material so that it is clear to
the students. New terms are defined.
3. SEQUENCING - refers to the arrangement of the materials to provide for continuous
and cumulative learning.
4. BALANCING - Balancing materials require establishing vertical and horizontal
balance or relationships.
5. EXPLAINING - Explaining refers to the way headings, terms, illustrations, and
summary exercises are integrated with the content.
6. PACING - refers to how much and how quickly the lessons in the textbooks are
presented.
7. REVIEWING - refers to the extent to which the material allows students to link new
ideas to old concepts in the form of a review.
8. ELABORATING - ensures that students learn better through a variety of ways.
9. TRANSFER OF LEARNING - Transfer of learning maybe concept-related, inquiry-
related, learner or utilization-related.

16 PRINCIPLES IN MATERIAL DESIGN (TOMLINSON)


1. Materials should achieve impact.
2. Materials should help learners to feel at ease.
3. Materials should help learners to develop confidence.
4. What is being taught should be perceived by learners as relevant and useful.
5. Materials should require and facilitate learner self-investment.

3 PHASES OF THE CURRICULUM DEVELOPMENT

 Curriculum Planning
 Curriculum Implementation
 Curriculum Evaluation

3 PHASES OF IM’s

 Design Phase
 Develop Phase
 Dissemination Phase

CHAPTER III: MATERIALS EVALUATION

Materials Evaluation
 systematic appraisal measuring the potential value(s)
 impressionistic or empirical

PRINCIPLES IN MATERIALS EVALUATION

 Effectiveness principle
compare what the learners knew and were able to do before.

 Efficiency principle:
compare the learning gains evidenced by using one course book with the gains
evidenced by another course book.

TYPES OF MATERIALS EVALUATION

1. Pre-Use Evaluation:
 making predictions about the potential value of materials on people who use them
(Tomlinson 1998, 2003).
 impressionistic, subjective and unreliable
 Important especially in selecting materials

2. Whilst (In)-Use Evaluation:


 more reliable than pre-use evaluation
 observes the performance of learners on exercises
 cannot measure durable and effective learning

3. Post-Use Evaluation:
 most important and valuable type of evaluation
 measure the actual effects of the materials
 provide reliable information

CHAPTER IV: MATERIALS ADAPTATION

PRINCIPLES OF MATERIALS ADAPTATION

 ‘ Personalizing’
 the relevance of content in relation to learners’ interests
 ‘Individualizing’
 address the learning styles both of individuals and of the members of a class
 ‘Localizing’
 international geography of English language teaching and
 recognizes that what may work well in Mexico city may not do so in Edinburgh
or in Kuala Lumpur.

TECHNIQUES OF ADAPTATION
(McDonough, Shaw, and Masuhara, 2013)
 Adding – extending and expanding materials
 Deleting- subtracting (reducing the length)
 Modifying – Internal change (Rewriting or Restructuring)
 Simplifying – To simplify (instructions, sentence and grammatical constructions)
 Reordering – putting parts of course books in different orders
 CONNECTIVISM: A LEARNING THEORY FOR THE DIGITAL AGE

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