Introduction to Materials Development

1. Defining materials and materials development

•What are Materials?

-anything used by teachers or learners to aid in the teaching and learning process (Tomlinson, 1998).

-anything that providesba systematic overview of the procedures and exercises to be used in the
classroom (Brown, 1995).

-any systematic explanation of the procedures and exercises to be used in cassroom instruction: the key
to generating effective materials is to ensure that they are defined and organized well enough so that
teachers may utilize them without confusion and with the least amount of preparation time (Brown,
2007)

•What is Material Development?

-is both a field of study and a practical undertaking.

-as a field, it studies the principles and procedures of the design, implementation and evaluation of
language teaching materials (Tomlinson 2001).

-in practice, it focused on evaluation, adaptation of published materials and creation (development of
teaching materials by teacher in line with the existing syllabus)

FORMS OF MATERIALS:

Printed

- Books

- Teacher's Books

-Workbooks

- Worksheets

Non-Print

- Audio

-Video

- Computer-based

Self- Access & Internet Access

- Google Searching

Exploring Theories and Principles of Language Learning in the Development of Appropriate Language
Learning Materials

LANGUAGE LEARNING
• is a complex process that involves various theories and principles to effectively develop language skills.
In recent years, the field of language education has seen significant advancements in understanding how
individuals acquire languages. This report delves into the theories and

principles of language learning and their application in creating suitable language learning materials.

THEORIES OF LANGUAGE LEARNING

•BEHAVIORISM

-popularized by B.F. Skinner /emphasizes the role of environment- factors and reinforcement in
language acquisition.

-suggests that language skills are acquired through repetition, imitation, and reinforcement. drille and
audie g iatelaS based on behaviorism, repetition exercises. EX: Clear Objectives and Repetition -
Behaviorism emphasizes the importance of repetiion and practice in reinforcing learming.

Modeling and Imitation - Behaviorism suggest that learners acquire language through imitation of
correct language models.

• COGNITIVE THEORY

-Proposing that language learning involves mental processes such as attention, memory, and problem-
solving, cognitive theories highlight the active role of learners in constructing their understanding.

-When creating materials rooted in cognitive theories, activities that encourage critical

thinking. problem-solving. and comprehension are integrated.

•CONSTRUCTIVISM

-Building on cognitive theory, constructivism suggests that learners construct knowledge based on their
prior experiences and interactions.

-Language learning materials inspired by constructivism focus on creating authenic contexts,

collaborative activities, and real-world application to facilitate meaningful learning experiences.

•SOCIAL INTERACTIONISM

-This theory, championed by Lev Vygotsky, underscores the importance of social interaction in language
development.

-Language learning materials aligned with social interactionism emphasize group discussions, dialogues,
and role-play scenarios to promote communication and interaction.

PRINCIPLES OF LANGUAGE LEARNING

•CONTEXTUALIZATION

Effective language learning materials embed new language elements in meaningful contexts.

-Rea-life situations and scenarios help learners grasp the practical usage of vocabulary, grammar, and
expressions.
•SCAFFOLDED LEARNING

-Materials should be designed with a gradual increase in complexity.

allows learners to build upon their existing knowledge while challenging them to reach higher language
proficiency levels.

•MULTIMODAL LEARNING

-Incorporating multiple modes of communication, such as visual, auditory, and kinestheic, caters to
different learning styles and enhances overall comprehension and retention.

•TASK-BASED APPROACH

-Language learning materials that follow a task-based approach engage learners in completing specific
tasks or projects.

-This approach fosters language use in authentic situations, enhancing pracical language skills.

EXAMPLES OF MATERIALS THAT CcORRESPOND TO EACH PRINCIPLE OF SLA (SECOND LANGUAGE

ACQUISITION)

1. INTERACTION HYPOTHESIS

This principle suggests that language learners acquire language best when they engage in real,
meaningful interactions using the target language

Examples of materials that promote interaction include:

-Dialogues or role-playing activities that require learners to engage in conversation.

-Group discussions on various topics.

-Collaborative projects where learners wok together to complete a task using the target language.

2. INPUT HYPOTHESIS

-This principle emphasizes the importance of providing learners with language input that is slightly
beyond their current level of proficiency.

Examples of materials that provide comprehensible input include:

-Reading passages or texts that are slightly above the learner's current proficiency level.

-Videos or audio recordings with transcripts that learners can follow along with.

-Visual aids, such as images or infographics, that help illustrate the meaning of new vocabulary.

3. OUTPUT HYPOTHESIS

-This principle suggests that producing language (speaking or writing) helps learners solidify their
understanding and acquisition of the language.
Examples of materials that encourage output include:

-Writing prompts that require learners to compose essays, paragraphs, or sentences in the target
language.

-Speaking activities such as presentations, debates, or conversations where learners express their
thoughts and ideas.

-Language journaling where learners reflect on their learning experiences in writing.

4. AFFECTIVE FILTER HYPOTHESIS

This principle proposes that a positive emotional state and low anxiety contribute to successful language
acquisition.

Examples create a low-anxiety environment include:

- Supportive and encouraging feedback from teachers

-Engaging and interesting content that captures learners' attention. Games and interactive activities that
make learning enjoyable.

5. MONITOR HYPOTHESIS

-This principle explains how learners use their conscious knowledge of grammar rules to edit and correct
their language production,

Examples of materials that support the monitor include:

-Grammar exercises and worksheets that allow learners to practice specific language rules.

-Peer editing activities where learners review and correct each other's written work.

-Self-assessment checklists that prompt learners to review their writing for grammar and accuracy.

Materials Evaluation

•Materials evaluation may be defined as a procedure or a systematic appraisal measuring the potential
value(s) of materials on learners in relation to their objectives (Tomlinson 1998, 2003).

• It can also be impressionistic or empirical and the impressionistic way of materials evaluation has
come under criticism for being unempirical or unscientific.

Principles in Materials Evaluation

• Effectiveness principle: Is a course book or material effective in meeting the needs of the learners?
Compare what the learners knew and were able to do before they used the course book or material
with what they know and are able to do after they have Used it.

•Efficiency principle: Does a course book or material meet the needs of the learners more effectively
than some alternative course books? Compare the learning gains evidenced by using one course book r
material with the gains evidenced by another material.
Types of Materials Evaluation

There are three categories of evaluation that applied linguists subscribe to them pre-use evaluation,
whilst (in)-use evaluation and post- use evaluation:

1. Pre-Use Evaluation: It involves making predictions about the potential value of materials on people
who use them (Tomlinson 1998, 2003), He indicates that this type of evaluation is often impressionistic,
subjective and unreliable since a teacher scans a book quickly to gain an impression about its value.

2. Whilst (In)-Use Evaluation; it measures the value of the materials whilst observing or using them. It is
more reliable than pre-use evaluation since it makes use of measurement rather than prediction
(Tomlinson 1998, 2003).

3. Post-Use Evaluation: It is the most important and valuable type of evaluation because it can measure
the actual effects of the materials on the users and provide reliable information (Tomlinson 1998, 2003).