Language Learning

Materials
Development
ENGL 1103
Dr. Daisy O. Casipit
 INSTRUCTIONAL
MATERIALS (IM’S FOR
TEACHING LANGUAGE)
• Instructional materials may be
operationally defined as especially designed
classroom tools which contain instructions
to learners and teachers, and which specify
each increment of learning:
the content to be learned; the techniques
of presentation; practice and use of that
content; and the modes of teaching
associated with those techniques
(Johnson, RELC Journal)
• Instructional materials generally
serve as the basis for much of the
language input learners receive and
the language practice that occurs in
the classroom (Richards)
• IMs are an important element within
the curriculum and are often the most
tangible and visible aspect of it
(Nunan, 1991)
 • They can provide a detailed
specification of content, even in
the absence of the syllabus
(Richards and Rodgers, 1986)
• They can define the goals of
the syllabus, and the roles of
the teachers and the learner
within the instructional
process (Wright, 1987)
 Roles of
Instructional
Materials
- Cunningsworth (1995) summarizes the role
of materials (particularly course books) in
language teaching as a:
• resource for presentation materials
• source of activities for learner practice and
communicative interaction
• reference source for learners on
grammar, vocabulary, pronunciation, etc.

• source of stimulation and ideas for

classroom activities
• syllabus (where they reflect learning
objectives which have already been
determined)
• support for less experienced teachers
who have yet to gain in confidence in
the language classroom
 - Dudley-Evans and St. John (1998)
suggest that for teachers of ESP courses,
materials serve the following functions:
▪ as a source of language
▪ as a learning support
▪ for motivation and stimulation
▪ for reference
BASIC PRINCIPLES IN
MATERIALS
DEVELOPMENT
(Tomlinson, 1998)
▪ Materials should achieve impact.
▪ Materials should help learners to feel at ease.
▪ Materials should help learners to develop
confidence.
▪ What is being taught should be perceived by
learners as relevant and useful.
▪ Materials should require and facilitate
learner self-investment.
▪ Learners must be ready to acquire the points
being taught.
▪ Materials should expose the learners to
language in authentic use.
▪The learners’ attention should be drawn to
linguistic features (i.e. grammatical or phonological characteristics of a
language) of the input.

▪Materials should provide the learners with

opportunities to use the target language to
achieve communicative competence.
▪ Materials should take into account
that the positive effects of
instruction are usually delayed.
▪ Materials should take into account
that learners differ in learning
styles.
▪ Materials should take into account
that learners differ in affective
attitudes.
▪Materials should permit a silent
period at the beginning of
instruction.
▪Materials should maximize
learning potential by encouraging
intellectual, aesthetic and
emotional involvement which
stimulates both right and left brain
activities.
▪ Materials should not rely too
much on controlled practice.
▪ Materials should provide
opportunities for outcome
feedback.
 BENEFITS OF
INSTRUCTIONAL
MATERIALS
 TEACHERS

▪ Provide materials for presentation of

new items for reinforcement,
consolidation and practice.
▪ Provide materials for teaching
particular skills, particular areas of
languages and other special
difficulties.
▪ Guide the teacher on the methods
and techniques in introducing the
lessons and the series of exercises
for teaching the concepts.
▪ Give them more opportunity to
make the best use of their time and
skills to do more real teaching.
 STUDENTS

▪Concretize the syllabus.

▪Opportunity for individual work in or
outside the classroom.
▪Follow a course of study with little help
from teachers.
 TYPES OF
INSTRUCTIONAL
MATERIALS
 1. TEXTBOOK

▪ Main reference for the entire

course.
▪ Usually chose by the school.
▪ Reflects the minimum learning
competencies for specific
levels.
▪Arranged in units or chapters which
can be labeled according to themes,
topics, skills, grammar structures or
functions depending on the syllabus
type followed.
▪Contains readings, teaching points,
drills, activities, and tasks for every
day lessons.
 2.WORKBOOK/
SKILLBOOK
▪Usually accompanies the textbook.
▪Provides exercises and drills on
specific skills in listening,
speaking, reading, and writing.
▪Presents reinforcement and
remedial activities to support
lessons in the textbooks.
 3. TEACHER’S BOOK/
TEACHER’S MANUAL/
TEACHER’S GUIDE
▪Contains a detailed rationale for
textbook.
▪Explain the scope and the
sequence for the lessons.
▪Includes introductory notes on how
to use the textbooks, specific
objectives for each lessons and
suggested strategies for teaching
the lessons.
▪Provides guidance in planning the
lessons from materials to suggested
activities.
 4. WORKTEXT
▪Combines the features of the
textbooks and workbooks.
▪Provides teaching points like those in
the textbook.
▪Reinforces the teaching points with
many drills and exercises just like
those that contain an A-Z or practical
suggestions for teaching.
 5. MODULE and SELF-
LEARNING KIT (SLK)
▪More interactive than the other types of
written IMs that appear in the workbook.
▪Develops independent study through self-
paced instruction.
▪Contains post-test, pre-test, lesson inputs,
exercises and drills—provisions for self-paced
learning.
 6. REFERENCE BOOK

▪Provides general information on

various topics.
▪Includes encyclopedia,
dictionary, atlas, manuals, etc.
 7. MULTIMEDIA
INSTRUCTIONAL
MATERIALS
▪Audio and Visual materials
accessible through various media
like radio, television, and the
computer.
▪Also includes interactive
courseware on various topics.