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MATERIAL :pencil2: ( tools used to facilitate the learning of a language)

- - - - :check:Principles of teaching.
      - :check:Knowledge of how target language is actually used.
      - :check:Systemic observation and evaluation of materials in use.
      - :check:Theories of language acquisition and development.
    - - :check:novelty
        
        unusual topics, illustrations and activities
      - :check:variety
        
        breaking up the monotony of a unit routine with an unexpected activity; using many different text types taken from many different types of sources; using a number of different instructor voices on a cassette
      - :check:attractive presentation
        
        attractive colours; lots of white space; use of photographs)
      - :check:appealing content
        
        topics of interest to the target learners; topics which offer the possibility of learning something new; engaging stories; universal themes; local references
      - :red_flag:2)MATERIAL SHOULD MAKE LEARNER FEEL AT EASE. HOW?:
        
        :check:Text and illustrations related to their OWN culture :red_cross:Alien cultures
        
        :check:Helpful materials :red_cross:Testing materials
        
        :check:Lots of white space :red_cross:Lots of different crammed activities
        
        :red_flag:3)MATERIAL SHOULD HELP LEARNER TO BUILD CONFIDENCE VIA:
        
        :check:Problematic but achievable tasks
        
        :check:Activities developing their imaginative,creative,analytical skills
        
        :red_flag:4)MATERIAL SHOULD HELP LEARNER MAKE DISCOVERIES FOR THEMSELVES.HOW?:
        
        :check:Provide learner with choices of focus&activities
        
        :check:Give learner topic control and engage them in learner-centred discovery activities
        
        :star:Readiness: materials slightly above each learner's current state of proficiency :star:
        :star:Materials which get learners to focus attention on features of the target language which they have not yet acquired so that they might be more attentive to these features in future input. :star:
        
        :red_flag:5) MATERIAL SHOULD EXPOSE LEARNERS TO AUTHENTIC LANGUAGE USE
        
        :check:input should vary in style, mode, medium and purpose and should be rich
        
        :check:planned, semi-planned and unplanned discourse (e.g. a formal lecture, an informal radio interview and a spontaneous conversation).
        
        :red_flag:6) MATERIAL SHOULD ENABLE LEARNER TO USE THE LANGUAGE FOR COMMUNICATION RATHER THAN JUST PRACTICE
        
        :red_flag:7)MATERIAL SHOULD TAKE INTO ACCOUNT THAT THE POSITIVE EFFECTS OF INSTRUCTION ARE USUALLY DELAYED.
        
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        :!!:What is being taught should be USEFUL AND RELEVANT:!!:
    - - :red_flag:1)FOCUS ON REPEATED L2 INPUT
        
        TOMLINSON: :check:Rich, meaningful and comprehensible input of language use is vital.
        
        NATION::check:Opportunities should be created to give attention to wanted items in different contexts.
        
        ELLIS: :check:Successful instructed language learning requires extensive L2 input.
      - :red_flag:2)FOCUS ON L2 OUTPUT&INTERACTION
        
        TOMLINSON :CHECK: Opportunities for language using are needed to achieve communicative processes.
        
        NATION :CHECK: Activities should increase the fluency with the language knowledge learners have, both receptively and productively
        
        ELLIS::check: Opportunities for output and interaction in L2.
        :check: Assessment on both free and controlled production.
      - :red_flag:3)FOCUS ON MEANING
        
        ELLIS::CHECK:Learners should focus predominantly on meaning
      - :red_flag:4)FOCUS ON GENERALISABLE AND FREQUENTLY OCCURRING FEATURES OF THE L2
        
        NATION :CHECK: Course focus on the generalizable language
        features.
        :Check: Course should provide the coverage of language in use through inclusion of items that occur frequently in language.
      - :red_flag:5) FOCUS ON USEFULNESS
        
        NATION :CHECK: Course should progressively cover useful language items,skills and strategies.
      - :red_flag:6) FOCUS ON FORMULAIC EXPRESSIONS AND RULES
        
        ELLIS: :CHECK: Learners should be able to develop both a rich repertoire of formulaic expressions and a rule-based competence.
      - :red_flag:7)FOCUS ON IMPLICIT AND EXPLICIT KNOWLEDGE
        
        ELLIS: :CHECK: Instruction should include implicit L2 knowledge predominantly, and should not neglect explicit knowledge.
      - :red_flag:8) FOCUS ON AFFECTIVE ENGAGEMENT
        
        TOMLINSON :check: Learners need to be engaged both affectively and cognitively in the language experience.
        
        :star:Language learners who achieve positive affect achieves communivative competence than those who do not.
        
        NATION :check: Learners should be excited about language learning and come to value this learning.
        :check: Course should be present in the way that learners have the most favourable attitude to language.
      - :red_flag:9) FOCUS ON THE LEARNERS' READINESS & LOGICAL SEQUENCING
        
        ELLIS: :cHECK: Instruction should take into account the learners' "built-in syllabus*.
        
        :sTAR: built-in syllabus: Learners follow a ‘natural’
        order and sequence of acquisition
        
        NATION: :CHECK: Teaching items should contain the most favourable sequencing of language items and also when the learners are ready to learn them.
        :Check: The items should be sequenced so that items which are learnt together have a positive effect on each other and so that interference effects are avoided.
      - :red_flag:10)FOCUS ON DIFFERENCES,NEEDS AND TEACHING CONDITIONS
        
        ELLIS :Check:Instruction should take account of individual differences.
        
        NATION :CHECK: The selection,ordering,presentation and assessment of the material should be based on careful considerations of the learners need, teaching conditions,time and resources available.
      - :red_flag:11)FOCUS ON PRIOR KNOWLEDGE
        
        NATION :cHECK: The course should help the learners make the most effective use of the previous language.
        
        TOMLINSON :cHECK: L2 learners can benefit from using those mental resources which they utilise when acquiring and using L1
      - :red_flag:12) FOCUS ON DEEP PROCESSING
        
        NATION :check: Learners should proces the items to be learned as deeply and thoughtfully as possible.
      - :red_flag:13) FOCUS ON METACOGNITION(SELF-AWARENESS
        
        NATION: :cHECK: Course should train learners in how to learn a language and monitor
        :Check: learn to be aware of their learning
        
        :Star: so that they can become independent and effective language learners. :star:
      - :red_flag:14) FOCUS ON FEEDBACK
        
        NATION :CHECK: Learners should receive helpful feedback which will allow them to improve the quality of their language use.
      - :red_flag:FOCUS ON FORM
        
        ELLIS :check: Instruction ensure that learners should also focus on form.
        
        TOMLINSON :check: Learners benefit from salient features of the input and how they are used.