COURSE DESIGN AND MATERIALS DEVELOPMENT

FOR ENGLISH LANGUAGE LEARNING

Principles &
procedures of
materials
development
 2

1.NGUYỄN THỊ THU HOÀI

GROUP 4
2. NGUYỄN THỊ BÍCH LAN

3. BÙI XUÂN PHONG

4. PHẠM THU TRANG

 I. 1. Terms and concepts
Introduction:
PRINCIPLES &
PROCEDURES OF 2. Principles
MATERIALS
DEVELOPMENT
3. What teachers & learners believe and want

4. Collaboration

5. New directions in materials development

 II.
1. Introduction
A FRAMEWORK
FOR MATERIALS
WRITING 2. Process of materials writing

3. Writing materials

4. Conclusion
 I.
Introduction: 1. Terms and concepts
PRINCIPLES &
PROCEDURES OF 2. Principles
MATERIALS
DEVELOPMENT
3. What teachers & learners believe and want

4. Collaboration

5. New directions in materials development

1. Terms 1.1. Materials
&
concepts 1.2. Materials development

1.3. Materials evaluation

1.4. Language teaching

1.4. Language learning

 1.1. Materials
• Materials?
- Videos, DVDs, emails,

dictionaries, books, readers,

newspapers, photographs, live

talked by invited native speakers,

instructions given by a teacher,

etc.

- Anything which is used to

increase the learner's knowledge

and/or experience of the language

 instructional

exploratory Material experiential

elicitative
 9

“can be instructional in that they inform

1.1. learners about the language, they can be

MATERIALS
experiential in that they provide exposure to
the language in use, they can be elicitative in
that they stimulate language use or they can be
exploratory in that they facilitate discoveries
about the language use (Tomlinson
2001:66)
 10

○ Materials development’ refers to all the processes

made use of by practitioners who produce and/or
1.2. MATERIALS
DEVELOPMENT 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.
 1.2. Materials development

a field of
study Materials a practical
development undertaking

Tomlinson 2001:66
 As a field of study
12

1.2.
Materials
developmen principles of procedures of the design
t

implementation and evaluation of language

teaching materials
 As a practical understanding: anything which is
done by writers, teachers or learners
1.2.
Materials
developmen to provide sources of language input
t

to exploit those sources in ways which maximize the

likelihood of intake

to stimulate purposeful output

 1.2. Materials development
“Two aspects of materials
development are interactive
in that the theoretical studies
inform and are informed by a field of
study Materials a practical
the development and use of development undertaking

classroom materials”
(Tomlinson 2001:66)
 Measure the value of materials.
1.3.
Materials
evaluation Be done impressionistically

Consist of attempts to predict whether or not the

materials will work
 Anything done by materials developers/ teachers to
1.4. Language facilitate the learning of the language.
teaching
Can be direct/ indirect

Can be pre-emptive/ facilitative/ responsive or

remedial
 Not just a conscious process consisting of the committing to
1.5. memory of information relevant to what is being learned
Language
learning both conscious & subconscious development of skills and
strategies which apply generalisations to acts of
communication

can be explicit/ implicit

can be of declarative knowledge/ of procedural knowledge

 I.
Introduction: 1. Terms and concepts
PRINCIPLES &
PROCEDURES OF 2. Principles
MATERIALS
DEVELOPMENT
3. What teachers & learners believe and want

4. Collaboration

5. New directions in materials development

 19

○ Most writers on the process of the materials

2.
PRINCIPLES development focus on needs analysis as
starting point. And some writers report
starting by articulating their principles.
  Flexibility
 From text to language
 Engaging content
Bell and Gower  Natural language
(1998:122-125)  Analytic approaches
 Emphasis on review
 Personalized practice
 Integrated skills
 Balance of approaches
 Learner development
 Professional respect
 a. Materials should be clearly linked to the
 Penaflorida curriculum they serve.
(1995:172-179) b. Materials should be authentic in terms of text and
reports her use of task
the six principles of
c. Materials should stimulate interaction
materials design
identified by Nunan d. Materials should allow learners to focus on formal
(1988): aspects of the language
e. Materials should encourage learners to develop
learning skills, and skills in learning
f. Materials should encourage learners to apply
their developing skills to the world beyond the
classroom.
Tomlinson
 Tomlinson (1999b) describes a principled and
(1999b)
flexible framework designed to help teachers

to develop materials efficiently and effectively.

 2. 1. Materials should achieve impact
2.1.
• Noticeable effect on • Novelty
Achieving learners • Variety
impact • Learners’ curiosity, • Attractive presentation
interest and attention
are attracted • Appealing content
• Achievable challange
 • 2.2. Materials should help learners
to feel at ease

2.2. Feeling • Most learners feel more comfortable with written

at ease materials with lots of white space
• Learners are more at ease with texts and
illustration that they can relate to their own
culture
• Learners are more relaxed with materials which
are obviously trying to help them to learn
 ○ 2.3. Materials should help learners to
develop confidence
2.3.
Developing • Relaxed and self-confident learners learn faster
confidence (Dulay, Burt and Krashen in Tomlinson, 2011: 10)
• By involving learners in tasks which are
challenging but achievable)
 2.4. 2.4. What is being taught should be
perceived by learners as relevant and useful
Relevance
& • By relating teaching points to interesting
usefulness and challenging classroom tasks

• By presenting them in ways which could

facilitate achievement of the task outcomes
desired by the learners.
 ○ 2.5. Materials should require and facilitate
learner self-investment
2.5. Learner
self-investment • By providing learners with choices of focus
and activities
• Involving the learners in mini-projects
• Involving learners in finding supplementary
materials for particular units in a book
 2.6. Learners must be ready to acquire the points
being taught (in terms of linguistic, developmental
2.6. Readiness readiness and of psychological readiness too.
to acquire • By materials which create situations requiring
points being the use of variational features not previously
taught taught
• By materials which ensure that the learners
have gained sufficient mastery over the
developmental features of the previous stage
before teaching a new one
• By materials which get learners to focus
attention on features of the target language
 2. 7. Materials should expose the learners to
language in authentic use
2.7.
Authentic use • The advice they give
• The instructions for activities
• The spoken and written texts they include
• The activities they suggest
 2. 8. The learners’ attention should be drawn
to linguistic features of the input
2.8.
Linguistic
features of the • Learners become aware of a gap between the
input interlanguage and the equivalent feature in
the target language
 Learners are alerted to subsequent instances
of the same feature in future input.
 2. 9. Materials should provide the learners
with opportunities to use target language to
achieve communicative purposes
2.9. • Information or opinion gap activities which
Communicative require learners to communicate
purposes • Post-listening and post-reading activities which
require the learners to use information from the
text
• Creative writing and creative speaking activities
(writing a story)
• Formal instruction given in the target language
either on the langugae itself
 2. 10. Materials should take into account that
the positive effects of instruction are usually
2.10. delayed
Possitive effects
of instruction • Should not expect effective production
immediately to follow initial presentation
• To facilitate the gradual process of
acquisition, it is important for materials to
recycle instruction and to provide frequent
 ○ 2. 11. Materials should take into account that
learners differ in learning styles
2.11.
○ Styles which need to be catered: visual,
Learning styles auditory, kinaesthetic, studial, experiential,
differences analytic, global, dependent, independent.
○ The important point for materials developers is
that they are aware of and cater for different of
preferred learning styles in their materials.
 2.12. Materials should take into account that
learners different in affective attitude
2.12. Affective One implication is to diversify language instructions. Ways of
doing this:
attitude • Providing choices of different text and types of activities
differences • Providing optional extras for the more positive and
motivated learners; and variety
• Including units in which the value of learning English is a
topic for discussion, involve the learners in discussion
• Being aware of the cultural sensitivies
• Specific advice to respond to negative learners
 2. 13. Materials should permit a silent period at
the beginning of instruction
○ It is extremely valuable to delay L2 speaking for
2.13. Silent beginners until they have gained sufficient
period exposure
○ Possible ways include:
- Starting the course with TPR
- Starting with listening comprehension approach
- Permitting to respond by using first language or
through drawings or gestures
 2.14. Materials should maximize learning
potential
2.14. • It is done by encouraging intellectual, aesthetic, and
Learning emotional involvement which stimulates both right
potential and left brain activities
• It is important that the content is not trivial or banal
to lead to deeper and more durable learning.
• The maximisation of the brain’s learning potential is
fundamental as in suggestopedia: enabling learners
to receive information through cerebral process
 2.15. Materials should not rely too much on
controlled practice
2.15.
Not relying too ○ Ellis (1990; 192): controlled practice has little
much on long term effect on accuracy on accuracy and
fluency
controlled
○ Dominance is still shown in some low level
practice course books, resulting in many students and
teachers wasting their time for drills, listening to
and repeating dialogues
 2.15. Materials should provide opportunities for
outcome feedback
2.16 ○If the language that the learner produces is
Opportunities for evaluated in relation to the purpose for which it is
outcome used, that language can become a powerful and
feedback informative source of information about the
language use.
○ It is very important for materials developers to
make sure that language production activities have
intended outcome other than just practising
language
 41

3. What teachers and learners believe and want

the best ways to learn a what they want from

language materials they use
Chapter 10 (Histomi Masuhara): the need to find out what teachers
really want from coursebooks and suggestions for how this
information could be gained and made use of.
Chapter 11 (Frances Amrani): how attempts have been made to find
out exactly what teachers think and feel about trial versions of
coursebook so that their view can influence the published version.
Chapter 9 (Rod Ellis): a way in which teachers can improve materials
as a result of whilst-use and post-use evalution of them.
(Saraceni): learner involvement in adating materials
Chapter 5 (David Jolly and Rod Bolitho): a framework which could
help teachers to adapt materials and to write material themselves
(Materials Development in Language Teaching)
 • A classic example of the value of pooling resources.

THE • On Target (1985): 40 contributors (teachers, curriculum developers,

publishers, administrators, university lecturers and researchers,
NAMIBIAN examiners, a published novelist
• Researchers have made theoretical claims without developing
TEXTBOO applications of them;

K Writers have ignored theory and followed procedural rather than

principled instincts;
PROJECT Teachers have complained without making efforts to exert an
influence;
Publishers have been driven by considerations of what they know
they can sell;
Learners have been ignored
=> It must be possible and potentially valuable for us to get together to
4. pool our resources and share our expertise in a joint endeavor to
develop materials which offer language learners maximum opportunities
Collaboration for successful learning
MATERIALS DEVELOPMENT IN LANGUAGE
TEACHING (MATSDA)

Its contributors: teachers, publishers, university lecturers, teacher

trainers, textbook writers and researchers.

The pooling of knowledge and ideas will help readers to use, adapt
and develop materials in effective ways
 • The increase in quantity and quality of language
learning materials delivered through new
technologies.
5. New Þ Some new technology programs reproduce activity
directions in and task types from paper sources, others have been
praised for exploiting the interactive possibilities of
materials new technologies such as video conferencing, emails,
YouTube, Facebook, Twitter, blogs and mobile
development phones.
For example: Chapter 12 (by Gary Motteram), Chapter
13 (by Lisa Kervin and Beverly Derewianka), Chapter
15 (by Alan Maley) and Chapter 17 (by Brian
Tomlinson)
Materials for text-driven approaches, for task-based approaches and for Content
and Language Integrated Learning (CLIL) approaches
-Text-driven approaches: Brian Tomlinson in Chapters 14 and 17 (a potentially
engaging text drives a unit of materials instead of a predetermined teaching
point);
-Task-based approaches (in which an outcome-focused task drives the lesson):
Rod Ellis in Chapter 9, Ellis (2003), Vanden Branden (2006), Nunan (2004),
Samuda and Bygate (2008) and Willis and Willis (2007) - task-based materials;
-CLIL: Eurydice (2006) - a means of teaching English and a content subject at
the same time in primary, secondary and tertiary institutions in Europe;
Tomlinson and Masuhara (2009) - an approach in which a content area which
engages the learner is used to help them improve their English.
 II.
1. Introduction
A FRAMEWORK
FOR MATERIALS
WRITING 2. Process of materials writing

3. Materials writing

4. Conclusion
 48

1. Introduction

• In this chapter, we offer the reader a practical idea of the

different aspects of the process of materials writing by
teachers for the classroom. This is achieved through case
studies illustrating the process.
2. The process of materials writing
49
 Identification of a need to create materials
by learner or teacher
• The writers state that the teacher must have observed a
particular need for materials creation. It could be an inadequate
coursebook, exam preparation, more culturally appropriate or a
better match with the students’ learning styles.
 Exploration of the need or problem in
terms of what language, meanings,
functions, skills
• Once identified, the teacher needs to think about the medium and
skill the students need to practice. Is it new language or
consolidation? Is it ESP like for exams or business? Then you would
need to consider the skill you want to practice or would you prefer a
mixed-skill authentic approach?
 Contextual realization of the proposed new materials by
the finding of ideas contexts and texts with which to work

• Now, you have the shape of the lesson you need to gain the substance
with your raw materials. Because you are making it yourself, in your
cultural context, using your knowledge of the learners and your
preference in teaching styles. You are in a very positive position to
please both yourself and your students.
 Pedagogical realization of materials by the finding of
appropriate activities and exercises and the writing of
instructions of use.
• Clarity is so important in instructions and the teacher must be
sure to have the answers ready and to have done the activity
first. Also, think of the ease of use, attractiveness and
relevance.
Physical production of materials involving
consideration of layout, type, size, reproductions.
• In the age of technology and the increasing use of technology in the
classroom, materials can be created online and either emailed or
done as a whole class on the interactive Whiteboard. Therefore the
materials does not get tatty, can be recycled and the format could
even be used again with a different language focus.
A teacher’s path through the production of new
or adapted materials.
• The step can be followed in order or they can be used in a flexible way
depending on the need and objectives that teachers may wish to
fulfill.
• After writing materials evaluation is essential, teachers must have in
mind ways of gathering data to produce feedback of the materials
written in order to determine whether the materials have to be
rewritten, discarded, or may be used again.
• Not in all the cases the materials are evaluated once the students use
them, these can also be evaluated by colleagues or professionals.
• Nevertheless, the decision of evaluating before students use the
materials or while they do it will depend on the characteristics of the
teaching context.
A teacher’s path through the production of
new or adapted materials.
1. identification of need for materials
This may be for many reasons: change of focus of the class from
general to exam English, materials are inappropriate or out-dated, the
medium as changed from paper to technology.
2. Exploration of need
what combination of needs do the students have? Do they need to
practice the Simple Past in a Reading medium? Do they need to know
instructions in a speaking context?
A teacher’s path through the production of
new or adapted materials.
3. Contextual realization of materials
this stage is when your materials come alive for your learners as you
have tried to balance their language needs, learning styles, tastes,
cultural awareness and perhaps their technological level.
4. Pedagogical realization of materials
the tasks and instructions to achieve your aims
5. Production of materials
Online or paper? Copies needed?
A teacher’s path through the production of
new or adapted materials.
6. Students use of materials
does the material practice the language aim of the lesson? Do the
students find them useful? Are there any complications that you didn’t
think of?
7. Evaluation of materials against objectives
Does it practice the skill/ language needed? Did the students enjoy
it? Was it too easy or difficult? Could you use a different approach to
the materials? Is it possible to differentiate the materials in order to use
with a range of classes? Does it provide opportunities for students to
have real input into the class?
• The most effective materials are those which are based on a
thorough understanding of learners’ needs.

• “ teachers understand their own learners best”. Teachers become

researchers and they are more sensitive and responsive to their
learners’ learning needs and preferred learning styles.
A Text-driven Approach to Materials Development
• In Developing Materials for Language Teaching (2013) Tomlinson
introduces a text-driven approach to materials development

Text  Text  Text Readiness

Collection selection experience activities

Input
Development Intake  Experiential
response
activities response activities
activity
activities
 Table of a summary of the text-driven
framework
Stage Procedure Principles Objectives
Text Find or create Affective To build a library of text
Collection potentially engaging engagement is a with the potential for
texts (written or prerequisite for engaging learners
spoken) durable learning
Text Selection Select a text suitable Texts need to be To find a text with the
in level and theme matched with potential for useful
for your target learners engagement for the
learners target learners
Text Read or listen to the Apprehension To start from an
Experience text experientially should come experience which you
before can try to help the
comprehension learners to
approximate.
Readiness Devise activities which Inner speech and Multidimensional
Activities could help the learners the establishment way they would
achieve mental of affective and automatically use
readiness for cognitive when experiencing
experiencing the text connections an L1 text.
Experiential Devise whilst-reading L2 learners tend to To help the
Activities or listening activities process a text in a learners to move
which will help the studies way in an away from their
learners to process the insecure attempt tendency to study
text in an experiential to achieve total texts so that they
way comprehension can engage with
the text instead
experientially
Intake Response Devise activities which Learning is To encourage learners to
Activities help learners to facilitated by process their
articulate and develop starting representation of a text
their mental positively from rather than the text
representation of the what the itself and to encourage
text learners do know them to be relaxed and
and understand confident in their
response to texts.

Development Devise activities which Mental To help learners express

Activities help the learners to connections themselves in the target
use their facilitate learning language intelligently
representation of the and creatively
text as a basis for
language production
activities
Input Devise activities A good time to analyze To get the learners
Response which help the a text is just after an to develop their
Activities learners to go back enjoyable analytical skills
to the text and to multidimensional and their ability to
discover patterns experience of it, make discoveries
and regularities of Helping learners to about the use of
language use in the make discoveries for the target
text themselves can be an language for
effective way of themselves.
promoting long-term
learning
 Using the
-text-driven framework
framework can be adapted to become an
activity-driven framework with the text to base the
activities
-Materials can be based on units of the text genres (e.g,
advertisement, reports, jokes, announcements, stories,
etc) and the learners can be asked to find an appropriate
and engaging text from the internet.
 CONCLUSIO
NS
Activities in a course should match with learner needs and wants and
with principles of language learning,
Activities should be developed in ways which provide flexibility of use as
well as coherence of connection.
The writing process will start with the learner as the focus and with
principles in writers’ mind.
THANK YOU FOR YOUR ATTENTION