MATERIALS DESIGN

Task 2 - Principles of materials designing.

MEMBERS:

ELY JOSE BERTEL RAMIREZ

Code 1007364693

GROUP: 518016_2

TUTOR

DIANA CONSTANZA CRU

FACULTY OF ADMINISTRATIVE, ACCOUNTING, ECONOMIC AND BUSINESS

SCIENCES BUSINESS ADMINISTRATION PROGRAM NATIONAL OPEN AND
DISTANCE UNIVERSITY
CEAD VALLEDUPAR
MARCH -2022.
 CONTENIDO
The activity consists of: Individually: ........................................................................................ 3

a. List of principles............................................................................................................... 4

b. Proposals from practitioners ............................................................................................. 9

c. Framing principles according to Hadfield (2014)Hadfield’s (2014) over-arching

principles include: ......................................................................................................................... 10

d. Authentic vs Non-Authentic Materials in Teaching English as a Foreign Language .... 12

REFERENCIAS BIBLIOGRAFÍCAS. ...................................................................................... 2

 The activity consists of: Individually:

1. Read the article from Maley, A. (2016). Principles and Procedures in Materials

Development., and Febrina, W. (2017). Authentic vs Non-Authentic Materials in

Teaching English as a Foreign Language (EFL) in Indonesia: Which One Matters More?

you find in the learning environment or/and in the syllabus of the course.

2. Having in mind the readings, you need to design a comparative chart including the main

characteristics, differences, and similarities from the following aspects:

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

(1993), and Tomlinson (2011).

b. Proposals from Practitioners, according to Jan Bell and Roger Gower (in Tomlinson, 2011)

and Maley (2014)

c. Framing principles according to Hadfield (2014)

d. Authentic vs Non-Authentic Materials in Teaching English as a Foreign Language

according to Febrina (2017).

 a. List of principles

REFERENCES CHARACTERISTICS DIFERRENCES SIMILARITIES

Principles from the - A rule based (Ellis, 2005) and (Ellis, 2005) and
applied linguistics competence (Nation, 1993): (Nation, 1993):
(Ellis, 2005) Elis relies more Both focus on the
- Focus on meaning on an education generalizable
where grammar is features of the
- Learners also must studied more, language and
focus on form where the both focus on
emphasis is on increase fluency
- Develop an implicit following the and present more
and explicit knowledge rules, forms and opportunities for
of L2. meanings, thus students to
developing an interact
- Learner’s ‘built-in implicit and
syllabus’ explicit (Ellis, 2005) and
knowledge in (Tomlinson,
- Requires extensive L2 students. On the 2011): both
input and opportunities other hand, expose learners
for output Nation is based to language in
on an education authentic and
- The opportunity to where didactics is both seek to
interact used more and achieve
where there are a communicative
- Individual differences variety of purposes.
in learners contexts, seeking
to meet the needs
- Examine free as well of learners and
as controlled production test the student's
in learners. skills to the
fullest

(Ellis, 2005) and

(Tomlinson,
2011): Elis relies
more on an
education where
grammar is
studied more,
 where the
emphasis is on
following the
rules, forms and
meanings, thus
developing an
implicit and
explicit
knowledge in
students. On the
other hand,
Tomlinson based
on the study of
materials,
materials that are
adapted to each
of the students
with the intention
of encouraging
intellectual,
aesthetic and
emotional
participation in a
more comfortable
environment.
Principles from the - Based on the (Nation, 1993) (Nation, 1993)
applied linguistics resources, needs and and (Ellis, 2005): and (Ellis,
(Nation, 1993) conditions of the Nation is based 2005): Both
students. on an education focus on the
where didactics is generalizable
- Progressively cover used more, and features of the
useful language items, where there are a language and
skills and strategies. variety of both focus on
contexts, seeking increase fluency
- Focus on the to meet the needs and present more
generalizable features of learners and opportunities for
of the language test the student's students to
skills to the interact
- Provide activities fullest. On the
aimed at increasing the other hand, Elis (Nation, 1993)
fluency relies more on an and (Tomlinson,
 education where 2011): Both seek
- Coverage by including grammar is to use different
items that occur studied more, tools and
frequently in the where the strategies for
language emphasis is on maximize
following the learning potential
- Interference effects rules, forms and by learners and
are avoided meanings, thus both seek a more
developing an appropriate
- Repeated and spaced implicit and context in which
opportunities in a explicit students feel
variety of contexts for knowledge in more comfortable
learners students. and self-
confident.
(Nation, 1993)
and (Tomlinson,
2011): Nation is
based on an
education where
didactics is used
more, and where
there are a variety
of contexts,
seeking to meet
the needs of
learners and test
the student's
skills to the
fullest. On the
other hand
Tomlinson based
on the study of
materials,
materials that are
adapted to each
of the students
with the intention
of encouraging
intellectual,
aesthetic and
emotional
 participation in a
more comfortable
environment.
Principles from the - Materials should (Tomlinson, (Tomlinson,
applied achieve impact. 2011) and (Ellis, 2011) and (Ellis,
linguistics(Tomlinson, 2005): Tomlinson 2005): both
2011) - Materials should help based on the expose learners
learners feel ease and study of to language in
confidence. materials, authentic and
materials that are both seek to
- Materials should adapted to each achieve
require and facilitate of the students communicative
learner self-investment. with the intention purposes.
of encouraging
- Materials should intellectual, (Tomlinson,
provide learners with aesthetic and 2011) and
opportunities to use the emotional (Nation, 1993):
target language to participation in a Both seek to use
achieve communicative more comfortable different tools
purposes environment. On and strategies for
the other hand, maximize
- Materials should take Elis relies more learning potential
in to account that on an education by learners and
learners differ in where grammar is both seek a more
learning styles, studied more, appropriate
affective attitudes and where the context in which
that the positive effects emphasis is on students feel
of instruction are following the more comfortable
usually delayed. rules, forms and and self-
meanings, thus confident.
- Materials should developing an
maximize learning implicit and
potential by explicit
encouraging knowledge in
intellectual, aesthetic students.
and emotional
involvement (Tomlinson,
2011) and
- Materials should (Nation, 1993):
provide opportunities Tomlinson based
for outcome feedback on the study of
 materials,
- Materials should materials that are
expose learners to adapted to each
language in authentic of the students
use with the intention
of encouraging
- Learners must be intellectual,
ready to acquire the aesthetic and
points being taught and emotional
perceive what is taught participation in a
as relevant and useful. more comfortable
environment. On
the other hand,
Nation is based
on an education
where didactics is
used more, and
where there are a
variety of
contexts, seeking
to meet the needs
of learners and
test the student's
skills to the
fullest
 b. Proposals from practitioners

REFERENCES CHARACTERISTICS DIFFERENCES SIMILARITIES

Jan Bell (in Jan Bell Maley focuses Both seek that
Tomlinson, 2011) - Flexibility by more on materials teachers have
teachers. that can be used in flexibility with
favor of the students. Also,
- Authentic texts and student, where it is there is a good
Maley (2017) engaging contents. relevant in the selection of texts to
personal/learning teaching and where
- Language natural. of the student, also the contents are
aims to stimulate attractive and
- Grammar should be variety and importance to
treated inductively. creativity in students, contents
students. On the that stimulates
- An emphasis on other hand, Jan skills and
review. Bell seeks more to creativity.
apply authentic
- personalized practice. texts of natural
language, focused
- Skills should be on grammar and
integrated. with an emphasis
on reviews.
- Balanced approach.

- Students should be
helped to ‘learn how to
learn’ (Ellis & Sinclair,
1989).

Maley
- Importance of text
selection.

- Intrinsic interest.

- The activities should

engage the learners.

- Cognitive and
affective processing.
 - Flexibility and
adaptability.

- Ambiguity.

- Non-triviality.

- Relevance:
Personal/learning.

- Variety.

- Creativity.

c. 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 shouldbe 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 mainpoints). 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 involvean 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 studentself-esteem and motivation
MLA (Modern Language Assoc.)

Azarnoosh, Maryam, et al. Issues in Materials Development. Brill | Sense, 2016

APA (American Psychological Assoc.)

Azarnoosh, M., Zeraatpishe, M., Faravani, A., & Kargozari, H. R. (2016).

Issues in MaterialsDevelopment. Brill | Sense.
d. Authentic vs Non-Authentic Materials in Teaching English as a Foreign Language

MATERIALS CHARACTERISTICS DIFFERENCES SIMILARITIES

Authentic - Are real-life or - This one focuses - Both expose the
genuine materials. on materials such genuineness and
as: Magazines, TV naturalness of the
- Expose the real world shows or channels, language.
news, radio, reality,
- Materials which are etc. - both seek to make
aimed at native learning easier for
speaker’s daily life and - This one create students
not for teaching an interactive
purposes. Martinez learning.
(2002) as cited in Al-
Azri and Al-Rashdi - This one is
(2014) emphasized by
knowing different
- expose the types of cultures
genuineness and and contents of the
naturalness of the real world.
language. Rogers and
Medley (1988) - This one is more
complicated to
- Are practical materials understand.

- A closer interaction
with the target language

-Motivate learners in
learning English.

- Improve learners'
willingness in learning
English

- create an interactive
learning

- Increase learners
communicative
competence
 1

- Authentic materials
are resourceful
materials to learn the
culture of the target
language. Fourthly,
Rogers and Medley
(1988)

- Teachers can also feel

the advantage of
authentic materials

Non-Authentic - Designed for teaching - This one uses - Both expose the
purposes only. materials based on genuineness and
a curriculum. naturalness of the
- Planned, designed, language.
and produced based on - The materials are
the curriculum and usually in form of - both seek to make
policy in each country. textbooks. learning easier for
students
- Are usually in the - This one studies
form of textbooks. more the grammar
and the rules of the
- Built upon the language.
learner's needs and
ability. - This one is easier
to understand.
- Easy to understand.

- Simplified by
teachers
 2

REFERENCIAS BIBLIOGRAFÍCAS.

Pardo, A., & Téllez, M. (2009). ELT Materials: The Key to Fostering Effective Teaching and

Learning Settings. https://revistas.unal.edu.co/index.php/profile/article/view/11449/36802

Tomlinson, B. (2016). The Importance of Materials Development For Language Learning. In

M. Azarnoosh, M. Zeraatpishe, A. Faravani & H. Kargozari, Issues in Materials Development

(4th ed., pp. 1-9). Rotterdam: Sense Publishers.

https://bibliotecavirtual.unad.edu.co/login?url=http://search.ebscohost.com/login.aspx?direct=tru

e&db=nlebk&AN=1204864&lang=es&site=eds-live&scope=site&ebv=EB&ppid=pp_1

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

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. 11-29).

Rotterdam.

Retrieved from:

https://bibliotecavirtual.unad.edu.co/login?url=http://search.ebscohost.com/login.aspx?direct=tru

e&db=nlebk&AN=1204864&lang=es&site=eds-live&scope=site&ebv=EB&ppid=pp_11

Pardo, A., & Tellez, M. (2009). ELT Materials: The Key to Fostering Effective Teaching and

Learning Settings.

Retrieved from: https://revistas.unal.edu.co/index.php/profile/article/view/11449/36802

Tomlinson, B. (2016). The Importance of Materials Development for Language Learning. In M.

 3

Azarnoosh, M. Zeraatpishe, A. Faravani & H. Kargozari, Issues in Materials Development (4th

ed., pp. 1-9). Rotterdam: Sense Publishers.

Retrieved from:

https://bibliotecavirtual.unad.edu.co/login?url=http://search.ebscohost.com/login.aspx?direct=tru

e&db=nlebk&AN=1204864&lang=es&site=eds-live&scope=site&ebv=EB&ppid=pp_1