1) Lists of Principles from the Applied Linguist views, according to: Ellis (2005),

Nation (1993), and Tomlinson (2011).

REFERENCES CHARACTERISTICS DIFERENCES SIMILARITIES
Principles from the Develop an implicit Elis trusts more (Ellis, 2005) and
applied linguistics and explicit in an education (Nation, 1993):
(Ellis, 2005) knowledge where is the grammar Both focus on the
of L2. she studied more, generalizable
where he characteristics of
The opportunity to the emphasis is on the
Interact following the language and
rules, forms and both focus on
Individual differences meanings, therefore increase fluency
in students developing a and present
implicit and more
Examine free as well explicit opportunities for
as controlled Knowledge in students to
production students. express
in students themselves more
fluently
A rule based
Competence (Ellis, 2005) and
(Tomlinson,
2011):
Both expose the
students to the
language in
authentic and
both seek
achieve
communicative
purposes
following
grammar rules
Principles from the Based on the Nation is based (Nation, 1993)
applied linguistics resources, needs and in an education and (Ellis,
(Nation, 1993) conditions of the where is the didactics 2005):
students. used more, and Both focus on the
when there is generalizable
Provide activities variety of characteristics of
aimed at increasing contexts, search the
the fluency to meet the needs language and
of students and both focus on
Repeated and spaced test student increase fluency
opportunities in a skills for a more and present
variety of contexts for complete learning more
students and knowledge. opportunities for
students to
Progressively cover express
useful language themselves more
items, fluently
 skills and strategies
(Nation, 1993)
and
(Tomlinson,2011)
Both use
different
tools and
strategies for
maximize
learning potential
by learners and
both use a more
appropriate
context in which
students feel
more
comfortable
and self-
confident.
Principles from the Materials should Tomlinson is based (Tomlinson,
Applied linguistics require and facilitate in the study of 2011) and (Ellis,
(Tomlinson, 2011) learner self- materials, 2005): Both
investment. materials that are expose the
adapted to each students to the
Materials should help of the students language in
learners feel ease and with the intention authentic and
confidence. to encourage both seek
intellectual, achieve
Materials should aesthetics and communicative
provide opportunities emotional purposes
for outcome feedback participation in a following
more comfortable grammar rules.
Materials should environment, he
achieve impact. focuses more on the (Tomlinson,
materials and the 2011) and
provide learners with impact they have on (Nation, 1993):
opportunities to use the teaching-learning Both use
the target language to process different
achieve tools and
communicative strategies for
purposes maximize
learning potential
Learners must be by learners and
ready to acquire the both use a more
points being taught appropriate
and perceive what is context in which
taught as relevant students feel
and useful. more
 comfortable
and self-
confident.

2) Proposals from practitioners

REFERENCES CHARACTERISTICS DIFERENCES SIMILARITIES

Jan Bell (in Jan Bell Maley focuses Both focus on
Tomlinson, 2011) more about materials teachers being
Flexibility by that can be used in flexible with students.
teachers. favor of student, Also there is a good
where is it selection of texts for
Grammar should be relevant in the teaching where
treated inductively. personal / learning the contents are
Maley (2017) of the student, too attractive and
personalized practice. aims to stimulate important for
variety and students, are content
Authentic texts and creativity in that stimulate
engaging contents. Students looking for grammar skills and
educational and increase your
Language natural. interactive materials creativity
that give the class
Maley more fun.

Importance of text Jan Bell seeks more

selection. apply authentic
natural texts
The activities should language, focused
engage the learners. in grammar and texts,
providing a complete
Variety. learning

Creativity

Cognitive and
affective processing

Flexibility and
adaptability.

3) Framing principles according to Hadfield (2014)

Hadfield’s (2014) over-arching principles include:

1. Material (texts and tasks) should be interesting, engaging, motivating and involving.

2. Language should be meaningful, natural and useful.

3. There should be careful progression with small steps, each leading to the next, and frequent
opportunities for review. PRINCIPLES AND PROCEDURES IN MATERIALS DEVELOPMENT19

4. The language syllabus should include functions dovetailed with grammar. It should be both
formulaic and rule-based. Lexis should be both theme-based and frequency-based, including
chunks as well as single words. Attention should be given to form and meaning. Learning should be
both explicit and implicit.

5. Receptive skills activities should involve detailed reading and listening and analysis, as well as
more global understanding. The skills syllabus should include a systematic teaching of micro-skills
as well as macro-skills (e.g., recognizing words in connected speech as well as understanding main
points). Skills should be integrated with each other and with language work. Extensive reading and
listening are important.

6. Productive skills activities should be communicative, meaningful and student-centred. Writing

activities should include process and genre-based approaches. Speaking activities should include a
specific speaking skills programme (e.g., turn-taking, turn beginning, etc).

7. Focus on form or grammar elucidation should actively involve the students and should involve
an inductive element, involving discovery and deep-processing, where possible.

8. Language practice activities should be communicative, meaningful and student-centred.

Activities should provide density of practice and include accuracy- based as well as fluency
activities.

9. Flexibility is important for both students and teachers to meet student needs and different
learning styles and to enable teachers to select and rearrange activities to meet these. To this end,
there should be both a variety of activities to suit different learning styles and a range of
supplementary activities that students or teachers can choose from

10. The syllabus should meet non-linguistic aims as well as linguistic ones, for example, the
building of a cohesive group dynamic, the teaching of learning strategies, the building of student
self-esteem and motivation.

4) Authentic vs Non-Authentic Materials in Teaching English as a Foreign Language according to

Febrina (2017).
MATERIALS CHARACTERISTICS DIFERENCES SIMILARITIES
Authentic Authentic materials This focuses Both expose the
are resourceful in materials like authenticity and
materials to learn the like: magazines, TV nature of the
culture of the target programs, movies etc. language.
language. Fourthly,
Rogers and Medley Is focused on knowing Both seek to make
(1988) different learning easier for
types of cultures students
Create an interactive and content of
learning real world.
Focus on language
Motivate learners in It's more teaching dynamically
learning English. complicated of
understand.
Improve learners'
willingness in learning
English

Are practical
materials

Expose the
genuineness and
naturalness of the
language. Rogers and
Medley (1988)

Expose the
genuineness and
naturalness of the
language and well-
contextualised in the
native
speakers' context.
These materials can
be in the form of oral
and written form

authentic materials
are identified by their
authenticity in time,
people, and location

Authentic materials
are real materials
which exist in the real
 world of the
target language, used
in their daily life and
not produced for
teaching purposes.
Non-Authentic The materials are Both expose the
Designed for teaching usually in form of authenticity and
purposes only. textbooks. nature of the
language.
Planned, designed, Studies more the
and produced based grammar and the Both seek to make
on the curriculum and rules of the learning easier for
policy in each language. students
country.
is easier to
Built upon the understand. Focus on language
learner's needs and teaching dynamically
ability. This uses materials
based on a
Easy to understand. curriculum.

Simplified by
teachers.

References:
Maley, A. (2016). Principles and Procedures in Materials Development. In M. Azarnoosh, M.
Zeraatpishe, A. Faravani & H. Kargozari, Issues in Materials Development (4th ed., pp. 11-26).
Rotterdam. Retrieved from

https://books.google.com.co/books?
id=hxLNCwAAQBAJ&printsec=frontcover&dq=issues+in+materials+development&hl=es&sa=X&red
ir_esc=y#v=onepage&q=issues%20in%20materials%20development&f=false

Febrina, W. (2017). Authentic vs Non-Authentic Materials in Teaching English as a Foreign

Language (EFL) in Indonesia: Which One Matters More?. Retrieved from
https://25qt511nswfi49iayd31ch80-wpengine.netdna-ssl.com/wp-
content/uploads/papers/ace2017/ACE2017_38649.pdf