5.

Characteristics of effective teaching materials:

a. Language is functional and must be contextualized
Language, whether it is input or learner output, should emerge from the context in which it occurrs.

b. Language development requires learner engagement in purposeful use of language

The focus of input and output materials should thus be on whole texts, language in use, rather than
on so-called building blocks to be used at some later date. Some explicit discussion of language at
the whole-text level is presumably useful and will contribute to the language learning process and
learner autonomy.

c. The language used should be realistic and authentic

Language is social practice that’s why the language used as material should be realistic and
authentic, meaning that the language is not artificially constrained and amenable to exploitation for
language teaching purpose. The more realistic the language, the more easily it can cater to the range
proficiency levels found in many classes.

d. Classroom materials will usually seek to include an audio visual component

Materials such as video and multimedia allow teachers and learners to explore nonverbal and
cultural aspects of language as well as the verbal.

e. In our modern, technologically complex world, second language learners need to develop the
ability to deal with written as well as spoken genres
Reading materials will provide models which can be used to develop familiarity with the structure of
such texts and provide scaffold to assist with the learners’ subsequent attempts to write similar
texts. Materials should be integrated and not require students to write genres which has not been
already encountered. By doing this, students will have an opportunity to acquire a certain familiarity
with the genre.

f. Effective teaching material foster learner autonomy

The activities and materials proposed must be flexible, designed to develop skills and strategies
which can be transferred to other texts in other content. Material needs to build in self-assessment
tasks which require learners to reflect on their progress.

g. Materials need to be flexible enough to cater to individual and contextual differences

Teacher is prepared to adopt an interpretive rather than a transmissive methodology and to adapt
materials to the context in which learning is taking place.

h. Learning needs to engage both affectively and cognitively

The input from the materials provides linguistic and cultural preparation before, or in parallel with
the learner-generated language which is the ultimate goal of the learning process.

6. Material evaluation involves measuring the value (potential value) of a set of learning materials by
making judgements about the effect o the materials on the people using them.

7. Principles of material evaluation:

a. The evaluator’s theory of learning and teaching
It is useful for teachers to try to achieve an articulation of their theories of teaching by reflecting on
their practice. Examples of this kind of theory:
* Language learners only succeed if learning is a positive, relaxed and enjoyable experience.
* Language teachers teach most successfully if they can gain enjoyment themselves from the
materials they are using.
* Learners only learn what they really need or want to learn.
* Materials should help learners to connect the learning experience in the classroom to their own
lives outside it.
* Materials should engage the emotions of the learner. Laughter, joy excitement, sorrow and anger
can promote learning; neutrality cannot.

b. Learning theory
Evaluation should consider the findings of research and decide which are convincing and applicable.
These includes:
* The focus should be on meaning.
* Affective engagement is essential.
* Making mental connections is crucial for learning process.
* Multi-dimensional processing of language is essential for successful learning.
* Learners should be given opportunities to use the target language to achieve communicative
purpose.
* Materials should take into account that learners differ in learning style.

8. Type of evaluation:
a. Pre-Use Evaluation : making prediction about the potential value of material for their
users. Often it is impressionistic, subjective, and unreliable thus it needs criterion-referenced
evaluation.
b. Whilst-Use Evaluation : measuring values of materials whilst using them or whilst
observing them being used. It can be more objective and reliable then pre-use evaluation.
c. Post-Use Evaluation : measuring the actual effects of the materials on the users.