1. MATERIALS FOR SECOND LANGUAGE LEARNING
Definition and Classification
Material Development Criterion
Material Adopt & Adaptation
Material Evaluation
Multi-Media Materials
Adapted from Brian Tomlinson, 1998

2. Materials/Language-Learning Materials
Definition:
Anything which is deliberately used to increase the learners’ knowledge and/or experience of the language—Brian Tomlinson
Classification:
Course books: textbooks, grammar books, dictionaries, readers, workbooks, photocopied exercises, etc.
Supplementary: newspapers, magazines, food packages, photographs, cards, games, etc.
Multi-media: cassettes, videos, slides, movies, CD-ROMs, any computer generated or The Internet based materials, etc.
Types: written, audio, visual, self-made, adopted, adapted, etc.

3. Materials Development Criterion (1)
Materials should be authentic, free of cultural, sexual, and linguistic bias.
Materials should achieve impact:
Novelty (e.g. unusual topics, illustrations and activities)
Variety (e.g. break up the monotony of a unit routine with an expected activity; use many different type of text types, resources, voices)
Attractive presentation (e.g. use of attractive colors, photographs, designs)
Appealing content (e.g. topics of interest to learners, new knowledge, universal theme, local reference)

4. Materials Development Criterion (2)
Relaxed and self-confident learners learn faster.
(Dulay, Burt and Krashen 1982)
Materials should help learners at ease and
develop their confidence:
Learners feel more comfortable with materials with more white space than materials with lots of activities crammed together on the same page.
Learners are more at ease with texts and illustrations related to their own culture and experience.
Learners are motivated with materials that are relevant, useful, supportive, and encourage personal participation.
Learners have an easy feeling when materials are related to the world and when they can find their voice in them.
Learners can build up their confidence when materials are simplified, related to their previous knowledge and life experience, challenged with achievable task, a little beyond their existing proficiency level, stimulating, and encourage them to use and develop their existing language skills.

5. Materials Development Criterion (3)
Materials should require/facilitate learner self-investment:
Learners profit most if they invest interest, effort and attention in the learning activity.
Materials should provide learners with choices of focus ad activity, by giving them topics control and by engaging them in learner-centered discovery activities.
Materials should involve learners in mini-projects, finding supplementary materials themselves.
Learners must be ready to acquire the points being taught.
Certain structures are acquired only when learners are mentally ready for them. (Dulay, Burt and Krashen 1982)
Materials should involve learners in mini-projects, in finding
supplementary materials themselves.

6. Materials Development Criterion (4)
Materials should expose the learners to language
in authentic use
The exposure to authentic use of the target language is necessary, but not sufficient for the acquisition of that language.
Materials at all levels should provide frequent exposure to authentic input which is rich in features and varies in style, mode, medium and purpose.
Materials should also stimulate learner interaction with input rather than just passive reception of it.
The learners’ attention should be drawn to
linguistic features of the input
Materials should help learners become aware of a gap between a particular feature of their interlanguage and the equivalent feature in the target language.

7. Materials Development Criterion (5)
Materials should provide the learners with opportunities
to use L2 to achieve communicative purposes
Ideal materials should provide opportunities for communicative interaction in a variety of discourse modes from planned to unplanned. Such interaction can be achieved through:
Information or opinion gap activities (find out what food or drink people like)
Post-listening and post-reading activities (discuss a TV program, write a review)
Creative writing and creative speaking activities (write a story, make a speech)
Formal instruction on L2 or other subjects.
Materials should take into account that the positive effects of instruction are usually delayed
Acquisition results from the gradual and dynamic process of internal generalization rather than instant adjustment of learner internal grammar.
The production phase in the PPP (Presentation Practice Production) textbook approach, should be viewed as a reinforcement, rather than correct production.
It is important for materials to recycle instruction and provide frequent and ample exposure to the instructed features in communicative use.

8. Materials Development Criterion (6)
Materials should take learning styles into account
Materials should be catered for styles of learning.
Visual (written language preference)
Auditory (listening material preference)
Kinaesthetic (physical activity preference)
Studial (pay attention to the linguistic features of the language)
Experiential (prefer communicative language use than correctness)
Analytic (prefer to focus on discrete bits of the language, learn one by one)
Global (prefer to respond to whole chunks of language at a time)
Dependent (prefer to learn from a teacher and a book)
Independent (prefer to learn from their own experience)

9. Materials Development Criterion (7)
Materials should take affective attitudes into account
To diversify language instruction by
providing choices of different types of texts, activities, optional extras for more positive and motivated learners
including units with the value of learning English, a topic for discussion
including activities involved in discussion of their attitudes and feeling about the course and materials
being aware of the cultural sensitivities and diverse interest of learners
Materials should permit a silent period
at the beginning of instruction
Material should not force premature speaking in the target language.
Start your lesson with TPR, listening comprehension approach (e.g. story telling) with sound effects, visual aid, and dramatic movements.
Permit learners to use L1 or drawings and gestures to respond to L2 questions.

10. Materials Development Criterion (8)
Materials should not reply too much
on controlled practice
It is clear and uncontroversial to say that most spontaneous performance is attained by dint of practice.(Sharwood-smith,1981)
Automaticity is achieved through practice. (Bialystok, 1988)
Materials should provide opportunities
for feedback
Feedback should focus on effectiveness of language use other than practicing language.

11. Materials Adopt and Adaptation (1)
Checklist for adopting, textbooks
Materials background
author’s credentials publisher’s reputation
Fit curriculum
approach, syllabus, needs, goals/objectives, content
Physical characteristics
layout (space, pictures, highlighting),
organization (table of content, index, answer keys, glossary, reference),
editorial qualities (clear directions, user friendly),
material quality ( paper, biding, tear-out pages)
Logistical characteristics
price,
auxiliary parts (audiovisual aid, workbooks, software, tests),
availability
Teachability
teacher’s edition (answer key and annotations, plan activities)
reviews,
acceptability among teachers

12. Materials Adopt and Adaptation (2)
Steps for adapting materials
Finding and evaluating
Analyzing
Matches/mismatches to current objectives
Percent of objectives that needs to be supplemented from outside these materials
Percent of existing matches that will require revision
Decide which set(s) of materials to adapt
Classifying
Use any logical classes of objectives to help you group them for analysis
List places in materials where each objectives are needed
Leave blanks where supplemental materials are needed
Fill in the gaps
From other materials
From created materials
Teachers as resources
Resources file
Reorganizing
Complete the list
Reorganize

13. Multi-Media Materials
Type
Video
Movies
CD ROMs
Computer
DVD
Internet
Function
Resources
Self-learning programs
Interactive
Learning activities
Games
Content knowledge
Specific skill development