Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
By Porntip Bodeepongse
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, CDRoms, dictionaries, grammar books, readers, workbooks, photographs, live talks by invited native speakers, instructions given by a teacher, etc.
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)
Materials evaluation
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
Teaching
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).
Language Learning
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
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.
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.
Its 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.
The attempts enable Ss to check the effectiveness of their internal hypotheses especially if the activities stimulate them into pushed output which is slightly above their current proficiency.
They also help Ss to automise their existing procedural knowledge and to develop strategic competence.
Communicative interaction
Opportunities for picking up language from the new input generated Opportunities for learner output to become an informative source of input Teaching materials should provide opportunities for interaction in a variety of discourse modes ranging from planned to unplanned.
Learning styles
Visualprefer to see the language written down. Auditoryprefer to hear the language. Kinaestheticprefer to do sth. physical Studiallike to pay conscious attention to linguistic feature of the language and want to be correct. Experientiallike to use the language and is more concerned with communication than with correctness.
How?
choices of different types of texts choices of different types of activities optional extras for more positive and motivated learners variety include units in which value of learning English is a topic for discussion
include activities for Ss to discuss theit attitudes and feelings about the course and materials research and cater for Ss diverse interests aware of Ss cultural sensitivities give general and specific advice in the teachers book on how to respond to negative learners
Maximise learning potential by encouraging intellectual, aesthetic and emotional involvement which stimulates both right and left brain activities
Content of materials should stimulates thoughts and feelings in the learners. Activities are not too simple and too easy so that Ss make use of previous experience and brains.