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SELECTION AND EVALUATION OF MATERIALS FOR ESP by Sierocka (2014) - Coggle…
SELECTION AND EVALUATION
OF MATERIALS FOR ESP by Sierocka (2014)
reasons for using materials in ESP
a learning support
reference
source of language
motivate and stimulate students
Learner-generated materials
Teacher-generated materials
types of ESP materials:
published course materials (also called textbooks),
materials writing (refers to so called tailor-made or in-house
authentic materials,
materials adaptation
the skills of matching carrier content (available resources, group size,
learning strategies and teaching approaches)
real content, providing variety, grading activity level to learning
providing variety in teaching micro-skills and macro-skills, variety in activity types and in language level, and presenting the material well
interaction
grade exercise
include tasks at
different levels of difficulty and support learners in performing the tasks
Authentic materials
Types of Authenticity
the authenticity of the tasks conducive to language learning,
the authenticity of the actual social situation of the language classroom
the authenticity of the texts which we may use as input data for our learners
the authenticity of the learners’ own interpretation of such texts,
“Authentic materials can serve as a bridge between the classroom and outside world”
Wong, Kwok & Choi (1995)
Dudley-Evans & St. John (1998:192) emphasize the purpose of case studies
features of case studies
aspect of a real-life scenario,
through which they can apply and integrate knowledge, skills, theory and
any experience
Materials adaptation
Useful techniques of materials adaptation
deleting
simplifying
adding
reordering
replacing material
Selecting, implementing and evaluating materials for ESP classes
a linguistic background that affects classroom management, the choice, the arrangement and implementation of tasks during the lesson;
a conceptual background that establishes the need for specificity or generality of information in the selected materials;
a cultural background that influences student – teacher interaction, the formality or informality of classroom interaction, and the expectations of traditional instructor and student roles.
applicability
adaptability
Evaluation models
Littlejohn
publication
design
Rubdy
pedagogical validity
process and content validity
psychological validity
The types of materials evaluation
Whilst-use evaluation
Post-use evaluation
pre-use evaluation