INSTRUCTIONAL

MATERIALS
IMS FOR TEACHING LANGUAGE

Instructional Materials
Instructional materials may be operationally

defined as especially designed classroom tools

which contain instruction to learners and
teachers, and which specify each increment of
learning:
- the content to be learned
- the techniques of presentation
- practice and use of that content
- the modes of teaching associated with those
techniques
(Johnson, RELC Journal)

Instructional Materials
Instructional materials generally serve

as the basis for much of the language

input learners receive and the
language practice that occurs in the
classroom.
(Richards)

Instructional Materials
Instructional materials are an

important element within the

curriculum and are often the most
tangible and visible aspect of it.
(Nunan, 1991)

Instructional Materials
They can provide a detailed

specification of content, even in the

absence of the syllabus.
(Richards and Rodgers, 1986)

Instructional Materials
They can define the goals of the syllabus,

and the roles of the teachers and the

learner within the instructional process.
(Wright, 1987)

Role of Instructional Materials

Cunningsworth (1995) summarizes the role
of materials (particularly course books) in
language teaching as a:
Resource for presentation materials
Source of activities for learner practice and

communicative interaction
Reference source for learners on grammar,
vocabulary, pronunciation, etc.

Role of Instructional Materials

Source of stimulation and ideas for

classroom activities
Syllabus (where they reflect learning
objectives which have already been
determined)
Support for less experienced teachers who
have yet to gain in confidence in the
language classroom

Functions of Instructional Materials

Dudley-Evans and St. John (1996)
suggest that for teachers of ESP courses,
materials serve the following functions:
1. As a source of language
2. As a learning support
3. For motivation and stimulation
4. For reference

Basic Principles in Materials Development

(Tominson, 1998)
Materials should achieve impact.
Materials should help learners to feel at ease.
Materials should help learners to develop

confidence.
What is being taught should be perceived by

learners as relevant and useful.

 Materials should require and facilitate

learner self-investment
Learners must be ready to acquire the

points being taught.

Materials should expose the learners to

language in authentic use.

The learners attention should be drawn to

linguistic features of the input.

 Materials should provide the learners with

opportunities to use the target language to

achieve communicative competence.
Materials should take into account that the

positive effects of instruction are usually delayed.

Materials should take into account that learners

differ in learning styles.

Materials should take into account that learners

differ in affective attitudes.

 Materials should permit a silent period at the

beginning of instruction.
Materials should maximize learning potential by

encouraging intellectual, aesthetic, and emotional

involvement which stimulates both right and left
brain activities.
Materials should not rely too much on controlled

practice.
Materials should provide opportunities for

outcome feedback.

Benefits of Instructional Materials

TEACHERS
Provide materials for presentation of new items for
reinforcement, consolidation, and practice.
Provide materials for teaching particular skills, particular

areas of languages, and other difficulties.

Guide the teacher on the methods and techniques in

introducing the lessons and the series of exercises for

teaching the concepts.
Give them more opportunity to make the best use of their

time and skills to do more real teaching.

Benefits of Instructional Materials

STUDENTS
Concretize the syllabus
Opportunity for individual work in or outside the

classroom
Follow a course of study with little help from

teachers

TYPES
OF
INSTRUCTIONAL
MATERIALS

1. TEXTBOOK
Main reference for the entire course
Usually chosen by the school
Reflects the minimum learning competencies for

specific levels
Arranged in units or chapters which can be

labeled according to themes, topics, skills,

grammar structures or functions depending on the
syllabus type followed
Contains readings, teaching points, drills,

activities, and tasks for every day lessons

2. WORKBOOK/SKILLBOOK
Usually accompanies the textbook
Provides exercises and rills on specific skills

in listening, speaking, reading, and writing

Presents reinforcement and remedial activities

to support lessons in the textbooks

3. TEACHERS BOOK/TEACHERS MANUAL/

TEACHERS GUIDE
Contains a detailed rationale for textbook
Explains the scope and the sequence for the

lessons
Includes introductory notes on how to use the

textbooks, specific objectives for each lesson and

suggested strategies for teaching the lessons
Provides guidance in planning the lessons from

materials to suggested activities

4. WORK TEXT
Combines the features of the textbooks and

workbooks
Provides teaching points like those in the

textbook
Reinforces the teaching points with many drills

and exercises just like those that contain an A-Z

or practical suggestions for teaching

5. MODULE AND SELF-LEARNING KIT

More interactive than the other types of written

IMs that appear in the workbook

Develops independent study through self-paced

instruction
Contains post-test, pre-test, lesson inputs,

exercises and drills provisions for self-paced

learning

6. REFERENCE BOOK
Provides general information on various

topics
Includes encyclopedia, dictionary, atlas,

manuals, etc.

7. MULTIMEDIA INSTRUCTIONAL MATERIALS

Audio and visual materials accessible

through various media like radio, television,

and the computer
Also includes interactive courseware on

various topics

FACTORS AFFECTING MATERIALS PREPARATION

1. The curriculum, syllabus, and learning

competencies
2. Learners learning styles, aptitudes,

proficiency
3. Pedagogical principles held by the

teachers
4. Societal demands

FRAMEWORK OF MATERIALS AND METHODS

LEARNERS
LEARNERS
IMPLEMENTATION
IMPLEMENTATION
OF
OF GOALS
GOALS

CONTEXT
CONTEXT
EDUCATIONAL
EDUCATIONAL
SETTING
SETTING

SYLLABUS
SYLLABUS
CONSTRUCTION
CONSTRUCTION
MATERIALS,
MATERIALS,
CLASSROOM
CLASSROOM
METHODS
METHODS
(lessons,
(lessons, tests)
tests)

CONTEXTUAL FACTORS
LEARNER FACTORS
- age, interests, level of proficiency in
English, aptitude, mother tongue,
academic and educational level,
attitudes and learning styles, and
personality

CONTEXTUAL FACTORS
SETTING
- role of English in the country
- role of English in the school
- management and administration
- resources available
- support personnel

SETTING
- the number of pupils
- time available for the program
- physical environment
- socio-cultural environment
- types of test to be used
- procedures for monitoring and
evaluating