Rt ppt p 12
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This document discusses issues in materials development for language teaching syllabi. It addresses debates around whether learners need a course book, if materials should focus on learning or acquisition, and if texts should be authentic or contrived. It also examines the controversy over censoring materials and notes arguments on both sides. The document outlines additional ongoing discussions in the field, including whether materials development should be driven by theory or practice, and whether materials should cater to expectations or aim to change them.
Rt ppt p 12
- 1. Topic- Syllabus Design: Issues in Materials Development Paper No.12(ELT) • Prepared by: Arati R. Maheta, • Roll No.2, • M.A Part-2 (Batch:2013-15), • Semester : 3, • Submitted to: Department Of English Maharaja Krishnakumarsinhji Bhavnagar University Email id :davearati656@gmail.com Year: 2014
- 2. Introduction • ‘Materials’ Include anything which can be used to facilitate the learning of language. • They can be linguistic, visual, auditory or kinesthetic, and they can be presented in print, through live performance or display ,or on cassette, CD-ROM, DVD or the internet.
- 3. They can be.. Instructional • In that they inform learners about the language. Experiential • In that they provide exposure to the language in use. Elicitative • In that they stimulate language use exploratory • In that they seek discoveries about language use
- 4. What is Materials Development? • Materials 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 and adaptation of language teaching materials.
- 5. • As an undertaking it involves the production ,evaluation and adaption of language teaching materials by teachers for their own classrooms and by materials writers for sale or distribution. • Ideally these two aspects of materials development are interactive in that the theoretical studies inform and are informed by the development and use of classrooms materials • (e.g. Tomlinson 1998c)
- 6. What are the issues in they?(M.D) • The many controversies in the field of Materials Development include the following questions: Do learners need a course book? Should materials be learning or Acquisition focused? Should text be contrived or authentic? Should material be censored?
- 7. Do learners need a course book? It is the most convenient form of presenting materials. It gives a learners a sense of system, cohesion and progress. It helps teachers prepare & the learners revise, A course book is inevitably, superficial &reductionist in its coverage of language points and in its provision of language experience, it can’t cater for the diverse need of all it’s users. It imposes uniformity of syllabus and approach and it removes initiative and power from teachers Proponent Opponent • See Allwright1981; O’Neil1982;Littlejohn1992 Hutchinson&Torres1994
- 8. Should texts be contrived or authentic? • Materials aiming at explicit learning usually contrive examples of the language which focus on the feature being taught. • These examples presented in short, easy texts or dialogue and it is argued that they help the learner by focusing attention on the target feature.
- 9. • The counter argument is that contrived examples overprotect learners and do not prepare them for the reality of language use. • Whereas authentic text can provide meaningful exposure to language as it is typically used. • Most researchers argues for authenticity and stress its motivational effect on learners • E.g. Bacon and Finnemann1990; Kuo1993
- 10. • Day and Bamford attack the ‘cult of authenticity’ and advocated simplified reading texts which have ‘the natural qualities of authenticity’. • R.Ellis(1999)argues for ‘’enriched input’’ which provides learner with input which has been flooded with example of the target structure in the context of meaning focused activities
- 11. Should materials be censored? • Most publisher are anxious not to risk giving offence and provide writers of global course books with lists of taboo topics which include: • Sex, drugs, alcohol, religion, violence, politics history and pork e.g. Heinemann International Guide for Writers (1991)
- 12. • They also provides guidelines to help their writers to avoid sexism and racism. e.g. On Balance 1991 Whilst some form of censorship might be pedagogically desirable and economically necessary. Many teacher argues that published materials are too bland and often fail to achieve the engagement needed for learning
- 13. Wajnryb (1996:291) E.g.-complains about the ‘safe, clean, harmonious ,benevolent, undisturbed world of EFL course book Text book projects supported by a national ministry of education often suffer less censorship and their books are some time more interesting to use. E g. the popular Namibian course book On Target(1996) Which contains texts inviting learners respond to issues relating to drugs, violence..etc.
- 14. Some further unresolved issues Be driven by theory or practice Materials should Be driven by syllabus needs, learner need or market needs Cater for learner expectations or try to change them Cater for teacher needs and wants as well as those of learners Aim to contribute to teacher development as well as language learning Aim for language development only or should be aim for personal or educational development