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Principles of ELT Materials Development (Focuses on (Implicit and explicit…
Principles of ELT Materials Development
According to Tomlinson
Maximise learner exposure to language
Predict
Evaluate
Connect
İnterpret
Positive effects on communicative competence
Rich, meaningful, and comprehensible input of language use.
Spoken and Written forms of language
Real life usage
Huge Variety of Genres
Using Materials Similar to each other
Noticing salient features of input
Apprehend before comprehend
Intuit before explore
Revisit
Reflect
Opportunities to use language for communicative purposes
What do we consider while planning and writing materials?
Need for long-term goals
Need for authenticity
Need to communicate
Need for student-centeredness
Materials should:
Engage students
Provide opportunities to use the target language to achieve communicative purpose.
Take a balance of approaches in the way things are covered, inductive, deductive, and affective approaches to grammar, fluency and accuracy work.
Encourage leaners to apply their developing skills to the world beyond the classroom.
Materials should help learners to feel at ease
Achieve Impact
Attractive Presentation
Appealing Content
Variety
Novelty
Attention drawn to linguistic features of the input
Materials should help learners to develop confidence
Materials should require and facilitate learner self-investment
Materials should maximise learning potential by encouraging intellectual, aesthetic and emotional involvement which stimulates both right and left brain activities
The learners' attention should be drawn to linguistic features of the input
Principles for Multimedia Design
Temporal Contiguity Principle
Segmenting Principle
Spatial Contiguity Principle
Pre-training Principle
Redundancy Principle
Modality Principle
Signaling Principle
. Multimedia Principle
Coherence Principle
Personalization Principle
Voice Principle
Image Principle
Visual Principles
Encoding
Scanners
Slide shows&programs
Cameras/Lenses
Design Pattern
Balance
Style
Shape
Color
Alignment
Decoding
Cultural Background
Visual Preferences
Age
To Comprehend Easier
Directionals
Consistency
Proximity
Focuses on
Implicit and explicit knowledge
Effective engagement
Formulaic expressions and rules
Learners readiness and logical sequencing
Usefulness
Learners' differences, needs and teaching conditions
Generalisable and frequenlt occuring features of L2
Prior Knowledge
Form
Deep Proccessing
Meaning
Metacognition
Repeated L2
Feedback
L2 input and interaction