Introduction to

Materials Development
Presented: Mary Honey T. Quilab
 01 Materials and Materials
Development
Outline
02 Roles of Instructional
Materials

03 Trends and Issues in Materials

Development

04 Principles in Materials
Development
 05 Factors Affecting Materials
Preparation
Outline
06 Framework of Materials and
Methods

07 Guidelines and Procedures of

Materials Development
Materials and Materials
Development
 Instructional
Materials
Definition
• Especially designed classroom tools
which contain instructions to learners
and teachers, and which specify
each increment of learning
 Instructional
Materials
Definition
• Serve as the basis for much of the
language input learners receive and
the language practice that occurs in
the classroom
 Instructional
Materials
Definition
• An important element within the
curriculum and often the most
tangible and visible aspect of it
 Instructional
Materials
Definition
• Provide a detailed specification of
content, even in the absence of the
syllabus
 Instructional
Materials
Definition
• Define the goals of the syllabus, and
the roles of the teachers and the
learners within the instructional
process
 Materials
Development
Definition
• Studies the principles and
procedures of the design,
implementation and evaluation of
language teaching materials
 Materials
Development
Definition
• Involves production, evaluation, and
adaptation of language teaching
materials
Roles of Instructional
Materials
 Roles of Instructional Materials

Resource for Source of stimulation

presentation materials and ideas for classroom
activities

Source of activities for

learner practice and Syllabus
communicative interaction

Reference for learners

Support for less
on different language
experienced teachers
topics
Trends and Issues in
Materials Development
Trends and Issues in Materials Development

Teachers would put

together a book
from their Publishers
commission books
successful
classroom
VS from professional
materials and writers.
submit it to a
publisher.

PAST PRESENT
Trends and Issues in Materials Development

Published materials
were driven by the
writers’ experience,
imagination and
intuitions.
Published materials
are driven by the
VS publisher’s
perceptions of what
they can
successfully sell.

PAST PRESENT
Trends and Issues in Materials Development

 Uncertain global
 Market-led
market
 Authenticity gets
 Artificial texts
and tasks
VS more focused
 English for
 English for its
specific purpose
own sake

PAST PRESENT
Trends and Issues in Materials Development

 Little design
 Design rich
 Single-volume
 Multicomponent/
titles
 Culture and
VS multimedia
 International or
methodology of
local culture
origin

PAST PRESENT
Trends and Issues in Materials Development

 Rise in local
 UK/US publisher
publishing
dominance
 Specific
 Sell what is
published VS fragmental
markets
 Author- and
 Indigenous
academic-
learning
centered
situation

PAST PRESENT
Basic Principles of
Materials Development
Basic Principles of Materials Development

Materials should achieve impact.

Materials should help learners feel at

ease.

Materials should help learners

develop confidence.

Materials should require and facilitate

learner-investment.
Basic Principles of Materials Development

What is being taught should be perceived

by learners as useful and relevant.

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.
Basic Principles of Materials Development

Materials should provide the learners with

opportunities to use the target language.

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.
Basic Principles of Materials Development

Materials should permit a silent period

at the beginning of the instruction.

Materials should involve intellectual,

aesthetic, and emotional activities.

Materials should not rely too much on

controlled practice.

Materials should provide

opportunities for outcome feedback.
Factors Affecting
Materials Preparation
Factors Affecting Materials Preparation

The curriculum, syllabus,

and learning competencies

Learners’ learning styles,

aptitudes, proficiency

Pedagogical principles held

by the teachers

Societal demands
Frameworks of
Materials and Methods
 Framework of Materials and Methods
LEARNERS IMPLEMENTATION
OF GOALS
CONTEXT

EDUCATIONAL
SETTING SYLLABUS
CONSTRUCTION

MATERIALS,
CLASSROOM METHODS
01 Learner Factors
• Age and interests
•
•
Level of proficiency in English
Aptitude and attitudes in learning Contextual
• Motivation and personality
•
•
Learning styles
Academic and educational level
Factors

•
•
Educational Setting
02
Role of English in the country and in the school
Available resources and support personnel
• Number of pupils
• Physical and social environment
• Types of test and procedures for monitoring
• Management and administration
• Infographic Style

• An expression of
opinion on the
nature of language
and learning

• A guide for teacher

and learner

• A statement of what
is to be learnt

Syllabus
 01
Structural or Formal Syllabus
• A collection of forms and structures,
usually grammatical, of the language
being taught

02
Notional or Functional Syllabus
• A collection of the functions that are
performed when language is used or the
notions that a language is used to
express
Types of
Syllabus
 03
Situational Syllabus
• A collection of real or imaginary
situations in which language occurs or is
used.
• Involves several participants who are
engaged in some activity
• Involves a number of functions,
combined into a plausible segment of
discourse
• Aims to teach the language that occurs
in the specific situations

Types of
Syllabus
 04
Skill-based Syllabus
• A collection of specific abilities that may
play a part using language
• Groups linguistic competencies together
into generalized types of behavior

05
Task-based Syllabus
• A series of complex and purposeful
tasks
• Activities with a purpose other than

Types of language learning

• Integrate language and other skills in
specific settings of the language
Syllabus
 06
Content-based Syllabus
• Concerned with the teaching of
information through the use of the target
language

Types of
Syllabus
Factors to Consider in Writing IMs

01 Understanding

03 Sequencing

02 Structuring / Clarifying

04 Balancing
Factors to Consider in Writing IMs
05 Explaining

07 Reviewing

06 Pacing 09 Transfer of learning

08 Elaborating
Design, Development &
Dissemination of Materials
Design, Development & Dissemination of Materials
Design Phase
• Accumulated experience
• Rationale for the design
• Conceptual framework
Dissemination Phase
• Extensive use of the new
IM
• Field evaluation of the IM
Detailed Writing of the
Specification
• Goals of the materials
• Subject matter
• Modes of presentation
• Format of the materials
• Technical details
Developmental Phase
• Writing the experimental
materials
• Internal evaluation of
materials
• Controlled tryout
Guidelines for Developing
Materials
 Guidelines for Developing Materials

Needs Assessment Development of

Curriculum Grid
01 02

04 03
Setting Up Objectives Selection of Themes
 Guidelines for Developing Materials

Selection and
Deciding on the
Arrangement of
Format 05 06 Content

08 07
Scriptwriting Titles and Captions
 Guidelines for Developing Materials

Illustrations 09 10 Editing

08 07
Thank you!