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Materials design - Coggle Diagram
Materials design
Guidelines for using models :red_flag:
Stage1:Find your text
Criteria :star:
It should be suited to the learners' needs and interests
It should be capable of generating useful classroom activities
It should be a naturally occuring piece of communication
Stage2:Go to the end of the model
Stage3:Go back to the syllabus
Stage4:Decide what language structures,vocabulary,functions
Stage5:Think of exercises and activities to practise the items
Stage6:Go back to the input
Stage7:Go through stages 1-6stages again with the received input
Stage8:Check the new materials against the syllabus and amend accordingly
Stage9:Try the materials in the classroom
Stage10:Revise the materials in the light of classroom use
Role of materials :red_flag:
Help learners to understand the what, why, and how of the target language setting
Help learners to build their language skills
Assist learners to use language skills actively
Encourage the incidental learning of target language skills
Help learners develop a positive emotional response to the target language skills
Support non-specialist instructors
Materials' purposes :red_flag:
Provide a stimulus to learning
Help to organise the teaching learning process
Embody a view of the nature of language and learning
Reflect the nature of the learning task
Have a fuction in broadening the basis of teaching training
Provide models of correct and appropriate language use
Key Aspects of ESP Materials Selection and Design :red_flag:
The objective
Discuss the role of materials in ESP as well as the key aspects of their selection and development
The purpose of materials in ESP
Used to stimulate and support language instruction
Their design and adaptation is an element of ESP teaching practice
Expose learners to real language
4 principal functions(Hyland) :star:
Used to scaffold learners’ understandings of language use
Materials serve as models
Stimulus materials
video
graphic
audio materials
Internet-mediated resources
items of realia
Materials include reference materials
Dictionaries
Information
Encyclopaedias
Explanations
Examples of relevant grammatical
Stylistic and rhetorical forms
Needs-specific materials and methods
Authenticity
Create indispensable communication context
Simulate the communication observable in the real world outside
Specificity
Should be taught to a particular learner
Type of institution
Enterprise
University
Context
ESL
EFL educational context
Classroom setting
Traditional classroom
Conference room
The use of information technology
Learner qualities/Teacher
Authenticity of ESP materials
Itself in text authenticity
Authenticity of competence
Learner authenticity
Authenticity of classroom
Selecting ESP materials
Tailor-made ESP materials
A time-consuming activity
Not very economical
Published textbooks
Other materials
Internet resources
Developing ESP materials
Challenge
The lack of ready-made commercial materials
A gap in the course materials
A materials design model
input
content
language
task
Produce teacher-generated materials
ESP courses tend to be constrained by a limited time period
ESP course needs to focus on teaching individual strategies
Traditional teaching and learning methods :red_flag:
The audio-lingual method
Popular in the 1960s
Focuses on the drilling of learners in the separate skills of reading, writing, listening, and speaking using short dialogues and language items
Behaviorist approach
The grammar-translation method
The communicative language teaching (CLT) approach
Task-based language teaching
Esoteric methods
Suggestopedia
Total Physical Response
The Silent Way
The Natural Approach
The Lexical Approach
Hints for writing new materials :red_flag:
Use existing materials as a source for ideas
Work in a team
Don't set out to write the perfect materials on the first draft
Don't underestimate the time needed for materials writing
Pay attention to the appearance of your materials
A materials design model :red_flag:
Input
Stimulus material for activities
New language items
Correct models of language use
A topic for communication
Opportunities for learners to use information processing skills
Opportunities for learners to use their own knowledge
Content focus
Language focus
Task
The Importance of Materials Design
in ESP and EST :red_flag:
Situation
English as a medium to reinforce their knowledge
Use English to extract new information
Method and procedure
Passive construction
Define article
Demonstratives
Conclusion
ESP learner sees English as a means to the pursuit of academic and vocational goals and not as end in itself
The need for preparing an appropriate and independent textbook for architecture students at the college level in Iran
Types of materials :red_flag:
Published textbook :star:
Provide learners with a clear set of goals
Provide learners with a familiar reference source
Colorful and professional looking
Allow instructors more time to perfect their delivery of the material
Address individual learner issues
Provide a clear squencing of materials designed
Help learners prepare for classes
The cheapest way to distribute materials
Custom materials :star:
Present a fragmented picture of course goals
The sequencing of goals are less transparent
Serve as a poor reference source
Less professional looking
Instructors can be less predictable
Instructors take longer time to prepare
Five-step approach to custom materials creation
Review previous work
Create general plan
Select 'carrier content'
Create explanations and exercises
Evaluate and revise the materials
‘Just-in-time’ custom materials creation
Collect target language samples
Analyze and group target language samples
Present and discuss target language samples
Data-Driven Learning (DDL) in ESP :red_flag:
Strengths
Each learner can address their unique discipline-specific language needs
Through collaboration with others working with different corpora
Gain knowledge of how language varies between disciplines
Challenges
Learners in obtaining a suitable corpus
Authenticity :red_flag:
Arguments
Highly authentic materials can be motivating to learners
The materials are only sources of input
Reflect the linguistic,pragmatic and discoursal features
Problems
Too difficult for learners at the level of language and concepts
Sometimes be quite dry and boring
They can lead to learner apathy
Types of model :red_flag:
Predictive
Provide the generative framework
Enable the operator to select ,organise and present data
Evaluative
Used as a checklist
As a feedback device
A Review on the Effectiveness of Using Authentic Materials in ESP Courses :red_flag:
Benefits of using authentic materials
Highlight comprehension
Present real language
Provide opportunities to introduce cultural issues
Enhance motivation
Create language awareness
Aims
Review the implementation of authentic materials in ESP contexts
Learners’ needs as one of the fundamental principles in ESP
course design
Probe into the motivating nature of authentic materials