The Complete Guide to the Theory and Practice of Materials Development for Language Learning (original) (raw)
Related papers
Principles and Procedures of Materials Development for Language Learning (Part 2
Part 1 of this article, in Folio14.1, covered three principles, all based in Language Acquisition theory, and this second part covers three more, again with implications for materials development and working practical examples Principle of Language Acquisition 4 L2 language learners can benefit from using those mental resources which they typically utilise when acquiring and using their L1.
Material Development in Language Class: The Heart of Pedagogy Approaches
This paper takes the position that language learning materials should ideally be driven by learning and teaching principles rather than developed ad hoc or in imitation of bestselling course books. It briefly reviews the literature which contributes positively towards the principled development of ELT materials and comments on its implications for materials writing. It then presents methods materials adaptation. It outlines and justifies each principle and then drives from it materials developmemt principles procedures which teachers and materials wri ters could apply to the actual development of materials.
Survey of Materials Development Needs in the Less Commonly Taught Languages. Final Report
A publication of the Center for Applied Linguistics, 1993
A project surveyed the instructional materials development needs of the less commonly taught languages (LCTLs) language teaching community. The national survey in 1992 covered 82 languages and surveyed approximately 1,000 language course instructors and program directors at national resource centers and universities in the United States receiving graduate fellowships under the Foreign Language and Area Studies program. The questionnaire solicited information on language courses taught at each institution and the instructional materials used for these courses. The results of these queries comprise the bulk of this report. Each language was assigned to one of eight world areas: East Asia (e.g., Chinese, Japanese); Eastern Europe and the Former Soviet Union (e.g., Albanian, Greek); Latin America and Caribbean America and the Caribbean (e.g., Haitian Creole, Portuguese); Middle East and North Africa (e.g., Arabic, Hebrew); Northern Europe and Catalonia (e.g., Catalan, Danish); South Asia (e.g., Bengali, Hindi/Urdu); Southeast Asia and Pacific Islands (e.g., Burmese, Tagalog); and Sub-Saharan Africa (e.g., Acholi, Yoruba). Each world area report is introduced by a review briefly describing the status of languages in the world area. Each review is followed by individual reports on each language in that area; the descriptions vary in length from 5-15 pages. Language reports include the materials currently in use (textbooks, audiotapes, videotapes, computer courseware) arranged by level and the materials needed for each level. The four appendixes include a list of languages by world area, the language course report form, the program director questionnaire and a list of the participating institutions and reviewers of the reports. (VWL)
Research Notes on Materials Development for Content-based Language Learning
2014
During a recent six-month sabbatical, the author was engaged in four research projects. One project was to collect information on international perspectives on faculty development. That research included attendance at the annual conference of the International Society for the Scholarship of Teaching and Learning (ISSoTL). The conference stressed the importance of student engagement through active learning, real-world projects, and critical thinking. The second research project involved collecting information on materials development for first-year academic success courses (study skills). That research included attendance at the annual conference on The First-Year Experience and Students in Transition sponsored by the National Resource Center at the University of South Carolina. The third research project involved joint research with a colleague at a national university. That project involved collecting and analyzing data on the effects of short-term study abroad on the English langu...
English Language Teaching Material Development
Journal of Language and Translation, 2011
The goal of language programs is to utilize language for effective communication. Due to the needs, interests, and motivations of language learners, they may show individual differences in their language learning. Materials used in language programs can be instructional, experiential, elucidative, or exploratory in that they can inform learners about the language, provide experience of the language in use, and help learners to make discoveries about the language for themselves. Material development is both a field of study and a practical undertaking. At the theoretical level, the principles of the design, implementation, and evaluation of ELT materials will be emphasized. At the practical level, the production, evaluation, and adaptation of ELT materials, by teachers or material writer s would be taken in to account. The present study investigated the goals of language teaching programs in some countries, and discussed the contextual factors affecting the processes of ELT material ...
Developing Materials for Language Teaching
Second Edition. pages cm Includes bibliographical references and index. ISBN 978-1-4411-5188-9 (Hardcover) ISBN 978-1-4411-8683-6 (Paperback) ISBN 978-1-4411-5311-1 (eBook (PDF)) ISBN 978-1-4411-7687-5 (eBook (ePub)) 1. Language and languages -Study and teaching. 2. Teaching -Aids and devices.
2015
1. Definition of developing “materials” and intended public In its second edition, updated and reworked, to report on the state of the art of materials along with new theory, forms and possibilities, Developing Materials for Language Teaching is more just than a manual for creating course content. This 26-chapter book also serves as a teacher-training manual, providing a rich framework of theory attached to practical examples of teaching materials used in the classroom. In addition, an underlying current flowing throughout the work is a focus on the learner, which could have lent itself to an interesting title change, which would be rendered as Developing Materials for Language Learners. Indeed the designation of materials for language learners would give a clearer perspective of the content, since a superficial read of the table of contents and the title would otherwise lead one to believe that the book serves as an editorial guide for textbook writers and publishers, providing cur...
The Importance of Materials Development in Teaching English for Specific Purposes
English for Specific Purposes has become very necessary in the last decades. This research paper aims to show the importance of materials development in English for Specific Purposes, since there is a lack of textbooks for this course aimed for students at the Faculty of Public Administration and Political Sciences at South East European University, Republic of Macedonia. When students graduate they should use written and speaking English language according to protocols and rules related to Public Administration in the country. English Language is a core subject at the university level and students take the ESP course in the third and fourth semester, after they have finished with their Basic English skills. In this research, qualitative and quantitative approaches were used for the data collection. The evidence for the paper was gathered by interviewing the students and preparing the target vocabulary in order to select materials. Students were also given a questionnaire to answer on their preferences where would they prefer to work after they graduate. The University data was also used to show the percentage of the already employed graduate students and according to the results new syllabi and materials were compiled to motivate students, engage and give assignments on topics that will be used on a daily basis. Course readers were designed for both ESP 1 and ESP 2 courses and other additional materials were selected that will prepare students for their future career.