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Materials in ESP - Coggle Diagram

- - - - :question: Do we find out what is considered 'fun' to the learners through the needs analysis?
- - - - HOWEVER, in reality, the administrators will decide on a published textbook or some in-house materials.
        
        Understand why the administrators have decided on a particular material and report back to them on how it is working in class.
    - - Instructors also have some flexibility in how adopted materials are used in class.
  - - - At the level of target learning objectives
        
        Incorrect or outdated descriptions.
        
        (EAP) citation formats might need to be updated according to recent specifications.
        
        (EOP) The way information is presented in reports might need to be changed according to new laws and treaties.
        
        The materials might ignore important points and include irrelevant ones.
        
        Points are presented in an overly simplistic and overly complicated manner.
        
        Points are sequenced in a confusing manner.
      - At the level of exercises
        
        Published materials need to be adapted if they are aimed at a learner level that is too high or low for the learner group (e.g. reading passages contain too many unfamiliar words or not challenging for the learners).
        
        Exercises do not provide enough practice of a particular learning skill (e.g speaking).
        
        Exercises are not suitably balanced to provide a range of meaning-focused input and output, target language and fluency activities.
      - Carrier content needs to be adapted
        
        Carrier content is the content used to present the target language skills in a suitable context.
        
        Examples:
        
        (EAP) The carrier content of an academic listening course might be a recorded lecturer.
        
        (EOP) The carrier content of a nursing course might be a role play involving a dementia patient.
        
        Carrier content becomes socially or culturally inappropriate,
        
        e,g, In an academic listening course, a model lecture in the textbook focused on Lance Armstrong, ac cyclist who was known to win Tour de France 7 times. Later, he admitted to illegally doping.
      - Other reasons:
        
        Require audio and visual playback systems that are not available in the classroom.
        
        Activities might require learners to move around.
        
        Too few or many units than the time allows.
  - - - Step 1: Review previous work
        
        List useful ideas from your research and review published materials to see how language skills are introduced, explained, and developed.
      - Step 2: Create a general plan
        
        Create a general plan on what to target in the materials and the sequencing.
        
        When deciding what to include, refer to the learning objectives.
      - Step 3: Select carrier content
        
        Choose suitable 'carrier content' that will be the basis for explaining, exemplifying and practicing different learning points.
        
        Write yourself or refer to published works. BUT it's risky to create it yourself because it has been proven incorrect, especially in an unfamiliar discipline.
        
        When referring to published works, issues regarding originality and copyright might arise.
        
        Better to refer authentic samples and specialist informants.
      - Step 4: Create explanations and exercises
        
        Must be written in simplified language to ensure all learners understand the main points and what they need to do.
        
        Exercises should be designed to provide learners with a variety of learning opportunities.
      - Step 5: Evaluate and revise the created materials
        
        Evaluate whether they fulfill the roles of materials.
        
        Pilot the materials with a small group of target learners.
        
        Administrators: pilot new materials with a small group of target instructors. Use a survey or interview to find out whether they worked well. Ask them to compare with past materials.
    - - Step 1: Collect target language samples
        
        e.g. written texts, audio files, transcripts, videos, etc.
      - Step 2: Analyze and group target language samples
        
        Identify general areas and specific issues to address.
      - Step 3: Present and discuss target language samples
        
        Discuss with learners why particular examples were selected, their strengths and weaknesses, and how they can improve.
- - - - With advanced learners, instructors might be less confident to teach the 'correct' way to use the target language.
        
        A learner-centred approach is more appropriate where learners produce examples of target language. As a language coach, this will be critiqued by the instructor. Then, learners will try again.