Module 21
The Role of Materials
What’s inside
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Purpose of materials
Learning support
Producing materials for ESP
Writers or providers of materials
Teacher-generated materials
Learner-generated materials
Material and technology
Purpose of Materials
reason
Source of Language
Implication – use real not invented examples
Implication
Four reasons for using materials which seem
significant in the ESP context are:
1.
2.
3.
4.
As a source of language
As a learning support
For motivation and stimulation
For reference
1. Source of language
Materials play important role in exposing
learners to the language, which implies that
the materials need to present real language
and the full range that learners require.
2. Learning Support
As a learning support, materials need to e
reliable  it should be consistent and to have
some recognisable pattern.
To enhance learning, materials must involve
learners in thinking about and using the
language.  the activities need to stimulate
cognitive not mechanical processes.
Stimulation and Motivation
To stimulate and motivate, materials need to be
challenging yet achievable; to offer new ideas
and information being grounded in the learner’s
experience and knowledge, to encourage fun
and creativity
Reference
For self-study or reference purposes, materials
need to be complete, well laid out and selfexplanatory. The learner will want explanations,
examples and practice activities that have
answer and discussion keys.
Module 22
The Role of Materials
What’s inside
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•
•
•
•
•
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Purpose of materials
Learning support
Producing materials for ESP
Writers or providers of materials
Teacher-generated materials
Learner-generated materials
Material and technology
Producing materials for ESP
Six criteria to be applied to the activities created in
the materials.(Moore (430, p. 49)
1. PURPOSE
2. TYPE
Is the purpose clearly defined?
does the exercise type
effectively and economically
accomplish the purpose
3. CONTENT
1. is the ratio of language given/
student task economic?
2. Are instructions to students
clear.
4. INTEREST
5. AUTHENTICITY
6. DIFFICULTY
Is it interesting
Is it meaningful task?
Does it contain distracting
difficulties
Writers or Providers of materials?
A good provider of materials will be able to:
1.
2.
3.
4.
Select appropriately from what is available;
Be creative with what is available;
Modify activities to suit learner’s needs; and
Supplement by providing extra activities (and
extra input)
Selecting from what is available
- Will the materials stimulate and motivate?
- To what extent does the material match the
stated learning objectives and your learning
objectives?
- To what extent will the materials support that
learning?
Being Creative with what is available.
freedom to choose from any
material
small range of material to choose from
Given materials have to be used
Modifying activities to suit learner’s needs.
Possible modifications
1.
2.
3.
4.
5.
Select the activities that are central to the core
objective.
Replace them with activities which focus on real
content
Change the rubric to change the focus or drop the
activity.
Add in an activity or two before those given in the
material
Ask them what the problem is. Otherwise omit the
exercise.
Module 23
The Role of Materials
What’s inside
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•
•
•
•
•
•
Purpose of materials
Learning support
Producing materials for ESP
Writers or providers of materials
Teacher-generated materials
Learner-generated materials
Material and technology
Supplementing by providing extra input
and activities
What to consider:
• Matching carrier content to real content
• Providing variety
• Grading activity level to learning and language
level
• Presenting the material well
Teacher Generated Material
Process for Preparing New Materials
Starting point A
Starting point A
Have some carrier content
Need material for specific objective
Determine its real content
Search for suitable carrier content
Match real and carrier
content to course framework
Providing variety
1. Variety in micro skills
2. Variety in activity types
3. Variety in interaction
Grading
Provide each task or set of exercises at three
levels: unsupported / partially supported / fully
supported.
Activities can be graded according to the
complexity of processing (Nunan, 1989)
Presenting the Material Well
OBJECTIVE STATED
CONTEXT AND
TASK STATED
PROVISION OF INPUT
PREPARATORY
EXERCISES
SEQUENCED, GRADED
ACTIVITIES TO GATHER
KEY INFORMATION
ACTIVITIES TO FOCUS ON
MACROSTRUCTURE ISSUES
APPLICATION OF
INFORMATION GATHERED
EXTENSION ACTIVITIES
ACTIVITIES TO FOCUS
ON SRUCTURE AND
LEXIS
ANSWER KEY AND
TEACHER’S NOTES