1. UNDERSTANDING THE LANGUAGE TEACHING MATERIALS DEVELOPMENT Group II Josep Jimmy Veny Veranika Sari Firnanda

2. UNDERSTANDING THE LANGUAGE TEACHING MATERIALS DEVELOPMENT
anything which is used by teachers or learners to facilitate the learning of language (Tomlinson, 1998).
Videos, DVDs, s, YouTube, Dictionaries, Grammar books, Newspaper, Teacher’s instruction

3. UNDERSTANDING THE LANGUAGE TEACHING MATERIALS DEVELOPMENT
Materials can be:
Instructional
Experiential
Eliciting
Exploratory

4. UNDERSTANDING THE LANGUAGE TEACHING MATERIALS DEVELOPMENT
all the processes which is done by writers, teachers or learners to provide sources of language input, to exploit those sources in ways which maximise the likelihood of intake and to stimulate purposeful output (Tomlinson, 1998, p.2).

5. Rozul (1995) Starter Input General information Language focus Tasks
Based on Rozul there is a lesson format; there are some components.
Starter
Input
General information
Language focus
Tasks

6. FLORES (1995) A lesson format with the following basic stages
Listening with understanding
Using grammar in oral communication
Reading for understanding
Writing
literature

7. Jolly and bolitho (1998)
They focus on a framework for developing materials which includes the following procedures
Identification of reed for meterials
Exploration of need
Contextual realization of materials
Pedagogical realization of materials
Production of materials

8. Conts... Student use of materials
Evaluation of materials againts agreed objectives.

9. UNDERSTANDING THE LANGUAGE TEACHING MATERIALS DEVELOPMENT
The basic principles of SLA relevant to the development of materials for the teaching of languages
Novelty
Variety
Attractive presentation
Appealing content
Achievable challenge
1. Materials should achieve impact
through

10. UNDERSTANDING THE LANGUAGE TEACHING MATERIALS DEVELOPMENT
The basic principles of SLA relevant to the development of materials for the teaching of languages
Most learners feel more comfortable with written 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. Materials should help learners to feel at ease
example

11. UNDERSTANDING THE LANGUAGE TEACHING MATERIALS DEVELOPMENT
The basic principles of SLA relevant to the development of materials for the teaching of languages
3. Materials should help learners to develop confidence
Relaxed and self-confident learners learn faster (Dulay, Burt and Krashen in Tomlinson, 2011: 10)

12. UNDERSTANDING THE LANGUAGE TEACHING MATERIALS DEVELOPMENT
The basic principles of SLA relevant to the development of materials for the teaching of languages
In ESP, by relating them to their interests and to real life tasks, which the learners need or might need to perform in the target language.
4. What is being taught should be perceived by learners as relevant and useful
In general English, by narrowing the target readership andor by researching what the target learners are interested in and what they really want to learn the language for.

13. UNDERSTANDING THE LANGUAGE TEACHING MATERIALS DEVELOPMENT
The basic principles of SLA relevant to the development of materials for the teaching of languages
To get learners interested in a written or spoken text, to get them to respond to it globally and affectively and then to help them to analyse a particular linguistics feature of it.
Involving the learners in mini projects
Involving learners in finding supplementary materials for particular units in a book
5. Materials should require and facilitate learner self-investment

14. UNDERSTANDING THE LANGUAGE TEACHING MATERIALS DEVELOPMENT
The basic principles of SLA relevant to the development of materials for the teaching of languages
By materials which ensure that the learners have gained sufficient mastery over the developmental features of the previous stage before teaching a new one.
6. Learners must be ready to acquire the points being taught
By materials which get learners to focus attention on features of the target language which they have not yet acquired so that they might be more attentive to these features in future input.

15. UNDERSTANDING THE LANGUAGE TEACHING MATERIALS DEVELOPMENT
The basic principles of SLA relevant to the development of materials for the teaching of languages
7. Materials should expose the learners to language in authentic use
Materials should stimulate learner interaction which they need and find in real life situations.

16. UNDERSTANDING THE LANGUAGE TEACHING MATERIALS DEVELOPMENT
The basic principles of SLA relevant to the development of materials for the teaching of languages
8. The learners’ attention should be drawn to linguistic features of the input
The important thing is that the learners become aware of a gap between the interlanguage and the equivalent feature in the target language.

17. UNDERSTANDING THE LANGUAGE TEACHING MATERIALS DEVELOPMENT
The basic principles of SLA relevant to the development of materials for the teaching of languages
9. Materials should provide the learners with opportunities to use the target language to achieve communicative purposes
Information or opinion gap activities which require learners to communicate
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 language itself.

18. 10. Materials should take into account that the positive effects of instruction are usually delayed.
Instruction is gradual rather than an instantaneous process
Delayed effect of Instruction

19. *Recycle instruction, provide frequent and ample exposure
*Failure- if the textbook teaches features at one time and expect the learners to use them straightaway.
*Recycle instruction, provide frequent and ample exposure
This is particularly true of vocabulary acquisition, which requires frequent, spaced and varied recycling in order to be succesfull (Nation 2003,2005: Nation and Wang 1999).
*The test of profiency are not conducted immediately after instruction (Failure or an illusion of success)

20. 11. Materials should take into account that learners differ in learning styles.
Activities should be variable and should ideally cater for all learners with difference preference and for all learning styles.

21. Styles of learning which need to be catered for in language- learning materials include :
Visual Auditory Kinaesthetic Studial Experiential Analytic Global Dependant Independent

22. 12. Materials should take into account that learners differ in affective attitudes
Ideal learners do not exist and even if they did exist one day, they would no longer be ideal learners the next day.
Using the same material will differ from each-other in terms of long-and short-term motivation and of feelings and attitudes about the language, their teachers, their fellow learners and their learning materials, and of attitudes towards the language, the teacher, and the materials.

23. 13.Material should permit a silent period at the beginning of instruction
Silent period :Delay l2 speaking for beginners Use it to facilitate of grammar Dulay, Burt and Krashen : Communication situations in which students are permitted to remain silent or respond in their first language may be the most effective approach for the early phases of language instruction.

24. 14.Material should maximize learning potential by encouraging intellectual, aesthetic and emotional invlvement which stimulates both right- and left-brain activities.
Simple material leads to ephemeral and shallow learning unless linked to activities that stimulate mental and affective processing.
The content of the material should not be trivial or banal and should stimulates thoughts and feeling in the learners.
Not too simple without making use of their previous experience and their brains

25. 15.Material should not rely to much on controlled practice
It is clear and uncontroversial to say that most spontaneous performance is attained by dint of practice. (Sharwood-Smith : 1981)
Automatically is achieved through practice (Bialystok :1988)
Controlled practice appears to have little long term effect on the accuracy with which new structures are performed (Ellis 1990 :192) and has little effect on fluency.

26. 16. Material should provide opportunities for outcome feedback
A learner who fails to achieve a particular communicative purpose (e.g. Borrowing something, instructing someone to play a game etc)
Make sure that language production activities have inteded outcomes other than just practising the language

27. Penaflorida (1995) She uses six principles of materials design
Materials should be clearly linked to the curriculum they serve.
Materials used be authentic in term of text and taks.
Materials should stimulate interaction.
Materials should allow learners to focus on formal aspects of the language.

28. Conts...
Materials should encourage learners to develop learning skills and skills in learning.
Materials should ancourage learners to apply their developing skills to the world beyond the classroom.

29. “How do we think people learn language?”
Hall (1995)
He argues that before teacher starts to plan the maaterials, it should begin with a curcial question.
“How do we think people learn language?”

30. Conts... The principles are; The need for communication
The need for longterm goals
The need for authenticity
The need for student-centredness

31. A Text-Driven Approach to Materials Development
Example (Tomlinson:2003)
A Text-Driven Approach to Materials Development
The objectives of the frameworks
Ideal for dveloping couursebooks and suplementary classroom materials.
Ideal for localizing and personalizing classroom materials and autonomous learning.

32. Table of a summary of the text-driven framework
Stage
Procedure
Principles
Objectives
Text Collection
Find or create potentially engaging texts (written or spoken)
Affective engagement is a prerequisite for durable learning
To build a library of text with the potential for engaging learners
Text Selection
Select a text suitable in level and theme for your target learners
Texts need to be matched with learners
To find a text with the potential for useful engagement for the target learners
Text Experience
Read or listen to the text experientially
Apprehension should come before comprehension
To start from an experience which you can try to help the learners to approximate.

33. Readiness Activities
Devise activities which could help the learners achieve mental readiness for experiencing the text
Inner speech and the establishment of affective and cognitive connections
Multidimensional way they would automatically use when experiencing an L1 text.
Experiential Activities
Devise whilst-reading or listening activities which will help the learners to process the text in an experiential way
L2 learners tend to process a text in a studies way in an insecure attempt to achieve total comprehension
To help the learners to move away from their tendency to study texts so that they can engage with the text instead experientially

34. Intake Response Activities
Devise activities which help learners to articulate and develop their mental representation of the text
Learning is facilitated by starting positively from what the learners do know and understand
To encourage learners to process their representation of a text rather than the text itself and to encourage them to be relaxed and confident in their response to texts.
Development Activities
Devise activities which help the learners to use their representation of the text as a basis for language production activities
Mental connections facilitate learning
To help learners express themselves in the target language intelligently and creatively

35. Trialling
Try out the materials wita a typical target class
Matching materials to learners needs and wants is an ongoing, dynamic process
To find out how usable and motivating the materials are
Evaluation
Use questionnaires, interviews and analysis of the learners’ work to find out what effect the materials had on the learners
Giving learners a chance to evaluate their learning process can not only provide useful information but can also motivate and stimulate learners
To show learners they are respected and to find out what effect the materials had on them
Revision
Produce an improved version of the materials
Materials developers and teachers need constantly to improve their materials to achieve a closer match with learners need and wants
To match the needs and wants of the learners

36. Thanks ....