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Materials Development in Language Teaching: Brian Tomlinson
Materials Development in Language Teaching: Brian Tomlinson
Materials Development in Language Teaching: Brian Tomlinson
Language Teaching
Brian Tomlinson
Introduction
Conclusion
Self-access materials should be designed to:
1 - give the learners the responsibility of
deciding what, when, and how much to do
2- ask open-end questions (prediction)
3- encourage experiential activities
4- get peers feedback rather than teachers
5- react in writing as a creative critical response
6- ask think questions pertaining to the
elements of the excerpt such as the title,
characters, setting and plot
7- provide opportunities for feedback.
Conclusion
Most students are visual, analytic
learners, probably as a result of the
interaction
between
teachers,
publishers, and text-writers. These
actors in education encourage
learners who can focus on chunks of
information, who memorize and
retrieve consciously, and who are
systematic in their learning.
Conclusion
This influence probably comes from the
way subjects, other than language, are
taught
in
schools,
where
effort,
conformity
and
application
are
generously rewarded by teachers who
value discipline and conformity.
Summary of Part D
Self-access
materials
should
help
learners make conscious and informed
rather than intuitive decisions.
Thus, materials designed to allow
learners to work experientially will give
them a greater repertoire of learning
styles and strategies, will help them
make conscious decisions, and will help
them become better aware of the
learning process.
AExisting
materials
might
be
acceptable so far but they are not
sufficient:
B- More feedback
existing materials:
is
needed
on
DMore
expertise
development is needed:
on
material
H- More
needed:
publishers
involvement
is