1. Basic concepts of language learning & teaching materials

2. What is materials? Anything used by teachers or learners to facilitate the learning of a language or to increase Ss’ knowledge or experience of the language, e.g. cassettes, videos, CD´s, dictionaries, grammar books, readers, workbooks, photographs, live talks by invited native speakers, instructions given by a teacher, etc. Anything used by teachers or learners to facilitate the learning of a language or to increase Ss’ knowledge or experience of the language, e.g. cassettes, videos, CD´s, dictionaries, grammar books, readers, workbooks, photographs, live talks by invited native speakers, instructions given by a teacher, etc.

3. Materials development Anything done by writers, teachers or learners to provide sources of language input and to exploit those sources in ways in which maximize the possibility of intake (= to promote language learning) Anything done by writers, teachers or learners to provide sources of language input and to exploit those sources in ways in which maximize the possibility of intake (= to promote language learning)

4. Materials evaluation Attempts to measure the value of materials Attempts to measure the value of materials Attempts to predict whether or not the materials will work, that is, learners will be able to use them without too much difficulty and will enjoy the experience of doing so Attempts to predict whether or not the materials will work, that is, learners will be able to use them without too much difficulty and will enjoy the experience of doing so

5. Teaching Anything done by materials developers or teachers to facilitate the learning of the language Anything done by materials developers or teachers to facilitate the learning of the language Teaching can be direct (=transmitting information overtly to the learners) or indirect (=helping learners to discover things for themselves). Teaching can be direct (=transmitting information overtly to the learners) or indirect (=helping learners to discover things for themselves).

6. Language Learning Conscious process consisting of the committing to memory of information relevant to what is being learned Conscious process consisting of the committing to memory of information relevant to what is being learned Subconscious development of generalisations about how the language is used and skills to apply them to acts of communication Subconscious development of generalisations about how the language is used and skills to apply them to acts of communication

7. Language Learning (cont.) Implicit (learners are not aware of when and what they are learning) Implicit (learners are not aware of when and what they are learning) Explicit (learners are aware of when and what they are learning) Explicit (learners are aware of when and what they are learning) Explicit learning of both declarative and procedural knowledge is valuable in helping learners to pay attention to salient features of language input and in helping them to participate in planned discourse. Explicit learning of both declarative and procedural knowledge is valuable in helping learners to pay attention to salient features of language input and in helping them to participate in planned discourse.

8. Materials should achieve impact. Impact achieved when materials have a noticeable effect on learners. Impact achieved when materials have a noticeable effect on learners. Materials can achieve impact through: Materials can achieve impact through: Novelty Novelty Variety Variety Attractive presentation Attractive presentation Appealing content Appealing content Choice of topics, texts and activities = achievement of impact Choice of topics, texts and activities = achievement of impact

9. Materials should help Ss to feel at ease. Materials with lots of white space Materials with lots of white space Texts and illustrations that relate to Ss own culture Texts and illustrations that relate to Ss own culture Materials that try to help Ss learn rather than testing them or causing humiliation Materials that try to help Ss learn rather than testing them or causing humiliation Materials that relate the world of the book to the world of learners Materials that relate the world of the book to the world of learners

10. Materials should help Ss to develop confidence. Relaxed and self-confidence learners learn faster. (Dulay, Burt & Krashen, 1982) Relaxed and self-confidence learners learn faster. (Dulay, Burt & Krashen, 1982) Activities which try to ‘push’ Ss slightly beyond their proficiency Activities which try to ‘push’ Ss slightly beyond their proficiency Stimulating tasks Stimulating tasks Problematic tasks Problematic tasks Achievable tasks Achievable tasks

11. Relevant and useful materials Relating to known learner interests Relating to known learner interests Real-life tasks that Ss need to perform in the target language Real-life tasks that Ss need to perform in the target language Relating teaching points to interesting and challenging classroom tasks Relating teaching points to interesting and challenging classroom tasks Presenting tasks in ways which could facilitate the achievement of task outcomes desired by Ss Presenting tasks in ways which could facilitate the achievement of task outcomes desired by Ss

12. Materials should require and facilitate Ss self-investment. Requiring Ss to make discoveries for themselves Requiring Ss to make discoveries for themselves Helping Ss to make efficient use of resources in order to facilitate self- discovery Helping Ss to make efficient use of resources in order to facilitate self- discovery Learners profit more if they invest interest, effort and attention in the learning activity. Learners profit more if they invest interest, effort and attention in the learning activity.

13. How to facilitate Ss’ self- investment Getting Ss interested in a written or spoken text Getting Ss interested in a written or spoken text Getting them to respond to it globally and affectively Getting them to respond to it globally and affectively Helping to analyse a particular linguistic feature in order to make discoveries for themselves Helping to analyse a particular linguistic feature in order to make discoveries for themselves Involving them in mini-projects Involving them in mini-projects Involving them in finding supplementary materials etc. Involving them in finding supplementary materials etc.

14. Learners must be ready to acquire the points being taught. Instruction can facilitate natural language acquisition processes if it coincides with learner readiness and can lead to increased speed and frequency of rule application and to application of rules in a wider range of linguistic contexts. (Pienemann, 1985) Instruction can facilitate natural language acquisition processes if it coincides with learner readiness and can lead to increased speed and frequency of rule application and to application of rules in a wider range of linguistic contexts. (Pienemann, 1985)

15. Krashen’s comprehensible input The need for roughly-tuned input which is comprehensible (what Ss are familiar with) but which also contains the potential for acquiring other elements of input which Ss might or might not be ready to learn = i + 1 The need for roughly-tuned input which is comprehensible (what Ss are familiar with) but which also contains the potential for acquiring other elements of input which Ss might or might not be ready to learn = i + 1

16. How to achieve Ss’ readiness Materials which create situations requiring the use of variational features not previously taught Materials which create situations requiring the use of variational features not previously taught Materials which ensure that Ss have gained sufficient mastery over the developmental features of the previous stage before teaching a new one Materials which ensure that Ss have gained sufficient mastery over the developmental features of the previous stage before teaching a new one

17. How to achieve Ss’ readiness (cont.) Materials which roughly tune the input so that it contains some feature which is slightly above each learner’s current proficiency level Materials which get Ss 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 the future input

18. Materials should expose learners to language in authentic use. Through the advice given to Ss in the materials Through the advice given to Ss in the materials Through instructions for activities Through instructions for activities Through spoken and written texts included in the materials Through spoken and written texts included in the materials Through the activities Through the activities However, the input must be comprehensible enough for Ss to respond to it.

19. The input should vary in style, mode, medium and purpose and rich in features which are characteristic of authentic discourse in the target language. The input should vary in style, mode, medium and purpose and rich in features which are characteristic of authentic discourse in the target language. The materials should stimulate learner interaction with the input rather than just passive reception of it. The materials should stimulate learner interaction with the input rather than just passive reception of it. Ss should do something mentally or physically in response to the materials. Ss should do something mentally or physically in response to the materials.

20. Ss’ attention should be drawn to linguistic features of the input. Either conscious or subconscious Either conscious or subconscious It’s important that Ss become aware of the gap between a particular feature of their interlanguage (Ss’ output) and the equivalent feature in the target language (input). Such noticing of the gap can act as an ‘acquisition facilitator’. It’s important that Ss become aware of the gap between a particular feature of their interlanguage (Ss’ output) and the equivalent feature in the target language (input). Such noticing of the gap can act as an ‘acquisition facilitator’.

21. Opportunities to use the target language for communication Using language for communication involves attempts to achieve a purpose in a situation in which the content, strategies and expression of the interaction are determined by the learners. Using language for communication involves attempts to achieve a purpose in a situation in which the content, strategies and expression of the interaction are determined by the learners.