The Complete Guide to the Theory and Practice of Materials Development for Language Learning (eBook)

Brian Tomlinson, Hitomi Masuhara (Autoren)

eBook Download: PDF

2017
John Wiley & Sons (Verlag)
978-1-119-05478-8 (ISBN)

Infos

The Complete Guide to the Theory and Practice of Materials Development for Language Learning provides undergraduate and graduate-level students in applied linguistics and TESOL, researchers, materials developers, and teachers with everything they need to know about the latest theory and practice of language learning materials development for all media.

The past two decades have seen historic change in the field of language learning materials development. The four main drivers of that change include a shift in emphasis from materials for language teaching to language learning; evidenced-based development; the huge increase in digital delivery technologies; and the wedding of materials developed for the learning of English with those for other second or foreign languages.

Timely, authoritative, and global in scope, this text represents the ideal resource for all those studying and working in the field of language learning.

Brian Tomlinson, PhD is TESOL Professor at Anaheim University, California, a Chair Professor at Shanghai International Studies University and a Visiting Professor at the University of Liverpool. He is the Founder and President of MATSDA, an association dedicated to the bringing together of researchers, writers, publishers, and teachers to facilitate the development of effective language learning materials. He has over one hundred publications, including SLA Theory and Materials Development for Language Learning (2016), Developing Materials for Language Teaching (2014), Applied Linguistics and Materials Development (2013), Materials Development in Language Teaching (2011), and Research for Materials Development in Language Learning (2010, with Hitomi Masuhara).

Hitomi Masuhara, PhD is Lecturer at the University of Liverpool and a Fellow of the Higher Education Academy. She is a founding member and Secretary of MATSDA, and has authored many books, book chapters, and articles. She has worked in Japan, Oman, Singapore and the UK, has been involved in numerous international projects, and has given plenary presentations and workshops in more than 30 countries. Her recent publications include Materials and Methods in ELT: A Teacher's Guide, Third Edition (2013, with Jo McDonough and Christopher Shaw) and Practice and Theory for Materials Development in Second Language Learning (2017, with Freda Mishan and Brian Tomlinson).

Inhalt

The Complete Guide to the Theory and Practice of Materials Development for Language Learning 3
Contents 7
Preface 9
References 11
1 Materials Development So Far 13
Introduction 13
Materials Development 13
Materials 13
Commercial Publications 15
Coursebooks 15
Digital Materials 17
Supplementary Materials 19
Self-Access Materials 21
Publications about Materials Development 23
Materials Development Projects 27
Conclusion 30
What Do You Think? 30
References 31
2 Issues in Materials Development 37
Introduction 37
Textbooks 37
The Value of Textbooks 37
The Need for Published Materials 40
Textbooks as Scripts or as Resources? 41
Pedagogic Approaches 43
Authenticity of Texts and Tasks 43
Should Materials be Forms Focused or Form Focused? 45
Methodologies Used in Textbooks 46
The Topic Content of Language Learning Materials 48
Acceptability 48
Humanizing Materials 49
Ideology in Materials 51
Conclusion 53
What Do You Think? 54
References 55
3 Materials Evaluation 64
Introduction 64
What the Early Literature Tells Us about Materials Evaluation 68
Establishing Criteria and Developing Evaluation Instruments 68
Reporting Evaluations 70
What the Current Literature Tells Us about Materials Evaluation 70
Establishing Criteria and Developing Evaluation Instruments 70
Reporting Evaluations 78
The Principles and Procedures of Materials Evaluation Which We Recommend 80
When Developing Materials 80
When Reviewing Materials 83
When Trialing Materials 84
When Selecting Materials 84
When Adapting Materials 84
When Using Materials 85
After Using Materials 86
Conclusion 87
What Do You Think? 88
Tasks 88
References 89
4 Materials Adaptation 94
Introduction 94
Definition of Adaptation 94
Scope and Range of Adaptation 94
The Growing Significance of Adaptation: Is Adaptation a Necessity or an Option? 95
Who Does Adaptation? 99
Overview of This Adaptation Chapter 100
What the Literature Tells Us about Materials Adaptation 100
Do Teachers Actually Adapt Teaching Materials? 101
Adaptation—Practice and Theory 113
Do Teachers Adapt Materials? Is Adaptation Necessary? 113
Why Do Teachers Adapt Materials? What For?—The Reason and Purpose of Adaptation 114
How Do Teachers Adapt Materials?—Procedures and Techniques of Adaptation 116
What Kinds of Resources on Adaptation Are Available?—Teacher Education and Literature 117
Minor Adaptation 118
The Principles and Procedures of Materials Adaptation that We Recommend 120
An Example of an Adaptation 120
Target Learners 120
Coursebook 120
Unit for Adaptation 121
Reasons for Adaptation 121
Objectives of the Adaptation 121
The Adaptation 121
Conclusion 122
What Do You Think? 122
Tasks 122
Further Reading 123
References 123
5 The Development of Materials 129
Introduction 129
How Writers Write 129
Principled Development of Materials 132
Practical Guidance to Writers in the Literature 139
Recommendations for Developing Materials 140
Working as a Team 140
Articulating Principles 142
A Sample of our Universal Criteria 142
A Sample of our Local Criteria 143
Making Use of Frameworks 143
Text-Driven Frameworks 143
Following Systematic Procedures for Materials Development 147
Conclusion 148
What Do You Think? 148
Task 148
Further Reading 149
References 149
6 The Process of Publishing Coursebooks 157
Introduction 157
Kinds of Textbooks 157
Global Coursebooks 158
Adapted Coursebooks 158
Local Coursebooks 159
Transplanted Coursebooks 159
The Development Process of Coursebooks 160
Stage 1: Planning 160
Stage 2: Establishing a Writing Team and Principles 160
Stage 3: Drafting and Feedback 160
Stage 4: Production 160
Stage 5: Post-production 161
Global Coursebooks 161
Global Coursebooks—Stage 1: Planning 162
Global Coursebooks—Stage 2: Establishing Writing Team and Principles 167
What are the Guiding Principles Underlying the Coursebooks? 169
Global Coursebooks Stage 3: Drafting and Feedback 171
Global Coursebooks Stage 4: Production 174
Global Coursebooks Stage 5: Post-production 174
Local Coursebooks 176
Factors that We Believe will Help Successful Development of a Coursebook 177
Conclusion 179
What Do You Think? 179
Task 180
Further Reading 180
References 180
7 Developing Digital Materials 183
Introduction 183
What Does Research Say about the Effectiveness of ICT in Language Education? 184
Diverse Levels of Digital Adoption in Education 184
Are Digital Materials Better at Facilitating Second-Language Acquisition? 188
Second Language Acquisition Principles 188
Samples of Digital Materials 188
Match Between the SLA Principles and Selected Digital Materials 189
What Are the Strengths and Weaknesses of Digital Materials? 193
Basic Requirements 193
Durability 193
Choice 194
Linking 194
Interactivity 194
Mobility 195
Multifunctionality 195
A Summary of the Potential Benefits and Problems of Using Digital Materials 195
Potential Benefits 195
Problems 196
Our Recommendations for Using and Developing Digital Materials 196
Conclusion 197
What Do You Think? 197
Tasks 198
Further Reading 198
References 199
8 Developing Materials for the Acquisition of Language 201
Introduction 201
The Acquisition of Grammatical Competence 201
Coursebooks 201
Pedagogical Approaches 204
Our Recommendations 211
The Acquisition of Lexical Competence 213
Coursebooks 213
Pedagogical Approaches 214
Our Recommendations 218
The Acquisition of Pragmatic Competence 219
The Coursebooks 220
The Literature 220
Our Recommendations 223
Tasks 224
Further Reading 225
References 225
9 Developing Materials for the Development of Skills 232
Introduction 232
Skills and Strategies 232
The Notion of Skills 232
The Notion of Strategy 234
Differentiating Skills and Strategies—Are We Any Clearer? 234
Teaching Skills and Strategies—a Matter of Faith? 235
Language Teaching Must Go On? 239
Towards Unification of Current Thinking in Different Strands of Disciplines for Developing Materials for the Four Skills 240
Does This Sound Familiar? 240
Convergent Factor 1: Beliefs and Myths about the Native Speaker Model and their Consequences 241
Convergent Factor 2: Process and Product-Based Approaches 242
Convergent Factor 3: The L1 Acquisition Order of the Four Skills—Listening is the Most Fundamental of all the Skills! 243
The Listening Process 243
Comparison of Learning Skills in L1 and L2 244
Convergent Factor 4: Explicit Learning and Implicit Learning 245
What the Literature Says About Materials for Skills Development 247
Our Recommendations on Developing Materials for the Four Modes of Communication 248
What Do You Think? 251
Tasks 251
Further Reading 251
References 252
10 Developing Materials for Young Learners 258
Introduction 258
The Literature 259
Our Recommendations for Developing and Using Materials for Young Learners 266
Make Maximum Use of Stories 266
TPR Plus 269
Games 270
Drama 271
Songs and Chants 272
Drawings 272
Making Things 272
Scenarios 273
Content and Language Integrated (CLIL) Activities 274
Tasks 274
Discovery Activities 275
Multi-dimensional Representation Approaches 275
Conclusion 276
What do You Think? 276
Tasks 277
Further Reading 278
References 278
11 Developing Materials for Teenagers and Adults 282
Introduction 282
Teenagers 284
Descriptions of Teenagers 284
Characteristics of Teenagers 285
Some Recommended Principles and Approaches that are Likely to be Suitable for Teenagers 286
Principles of Materials for Teenagers 286
Approaches 287
Example of Task-Based Materials for Teenagers 288
Other Published Examples for Teenage Learners 291
Materials for Young Adults and Adults 293
Descriptions of Young Adults and Adults 294
Characteristics of Young Adults and Adults 295
Principles of Materials for Young Adults and Adults 295
Our Recommendations for Developing and Using Materials for Young Adults and Adults 296
Conclusion 297
What do You Think? 298
Tasks 298
Further Reading 298
References 298
12 Developing Materials for Different Levels, Users, and Purposes 303
Introduction 303
Materials for Different Levels 305
The Literature 305
Published Materials 306
Our Recommendations 309
Beginner/Elementary 309
Lower Intermediate/Intermediate 310
Upper Intermediate/Advanced 310
Materials for Different Users 311
The Literature 311
Published Materials 316
Our Recommendations 317
Materials for Different Purposes 317
The Literature 317
Materials for English for Specific Purposes (ESP) and English for Academic Purposes (EAP) 318
Materials for English for Speakers of Other Languages (ESOL) 324
English as an International Language (EIL) and English as a Lingua Franca (ELF) 324
Materials for Examination Preparation 325
Materials Development for Teacher Training 326
Our Recommendations 327
Conclusion 327
What Do You Think? 328
Tasks 328
References 328
13 Visuals, Layout, and Design 337
Introduction 337
Visuals 338
Kinds of Visuals 338
Objectives of Visuals 339
Characteristics of Visuals 341
Layout 343
The Effects of Layouts 343
Design 344
Appearance 344
Functionality 344
Analyzing Visuals, Layout and Design—An Example 345
Some Issues in Using Visuals, Layout, and Design 347
The Principles and Procedures of Visuals, Layout and Design that we Recommend 349
When Writing Materials for Materials Writers and Publishers 349
For Teachers 350
Tasks 351
References 351
14 Writing Instructions for Language-Learning Activities 354
Introduction 354
Issues in Writing and Giving Instructions 355
Which Language should be Used for Writing and Giving Instructions? 355
Should Instructions be Exemplified? 356
Do Instructions Have to Be Linguistic? 357
How Can Instructions be Evaluated? 357
Criteria for Writing and Giving Instructions 357
1. Salience 357
2. Separation 358
3. Sequencing 358
4. Staging 359
5. Sufficiency 359
6. Succinctness 360
7. Simplicity 360
8. Specificity 361
9. Unambiguity 362
10. Standardization 362
11. Self-Evidence 363
What Do You Think? 363
Tasks 364
References 366
15 Materials Development Research 367
Introduction 367
Recent Research 370
Areas of Research Referred to in this Volume 373
Evaluating the Effects of Materials 374
Evaluating the Effectiveness of Different Pedagogic Approaches 375
Evaluating the Effects of Adaptations of Materials 375
Analysis of Materials 375
Discovering What Publishers Want from Materials 376
Discovering What Publishers Do with Materials 376
Discovering What Teachers Want from Materials 376
Discovering What Teachers Do with Materials 376
Discovering How Writers Write Materials 377
Discovering what Learners Want from Materials 377
The Authenticity of Materials 377
The Washback Effect of Assessment on Materials Development and Use 377
The Impact of Materials Development on Teacher Development 377
Proposed Areas of Research 378
The Effects of Different Types of Materials on the Learners Ability to Use the Target Language Effectively 378
Researching the Effects of Typical Coursebook Activities 381
Researching the Implementation of Innovative Materials 383
Ways of Persuading Users of the Value of Innovative Materials and of Helping Them to Benefit from the Innovations 384
Researching the Effects of Unfamiliar Language on Students Ability to Understand and Enjoy Stories 385
Conclusion 386
What Do You Think? 386
Tasks 387
References 387
Conclusion 401
References 402
Resources Useful for Materials Developers 403
Associations with Materials Development Journals/Newsletters 403
Corpora 404
Journals with Relevance to Materials Development 405
Research Journals 405
Professional Journals 405
Practical Guides to Materials Development 406
Recent Publications on Materials Development 406
Sources of Activities 407
Sources of Texts and Images 408
Newspapers 408
Jokes 408
Poems 408
Stories 409
Adverts 409
Videos 409
Images 409
Reference 410
Index 411
EULA 417

Rezensionen

"This thought-provoking and resourceful book will be of great help for teachers, publishers, and researchers interested in materials development. In addition to informing the reader about historical tradition, providing the results of the latest empirical findings, and summarizing the existing trends in materials development, the authors voice their own beliefs coming from their many years of personal and professional experience." - LINGUIST LIST, June 2019

"Everyone in this profession needs a copy of this book at hand to consult in their everyday working lives, be they teachers, teacher trainers, directors of study or publishers. The language in the book is accessible and the book will prove useful for those new to materials development as well as those who have been developing and adapting materials for years but who perhaps have not thought about it concisely as a distinct activity." - Naeema B. Han, Leeds Beckett University, UK, Folio 18/2 September 2018

"All in all, the book is informative and inspiring, and it is worthy of a thorough study by practitioners and esearchers who are interested in materials development, L1 and L2 acquisition, language teaching, curriculum design, language testing and teacher education." - System, Volume 87 (December 2019) Article 102160

Produkt-Details

• Erscheint lt. Verlag: 30.5.2017
• Sprache: englisch
• Themenwelt: Schulbuch / Wörterbuch ► Lektüren / Interpretationen
• Themenwelt: Geisteswissenschaften ► Sprach- / Literaturwissenschaft ► Sprachwissenschaft
• Themenwelt: Sozialwissenschaften ► Pädagogik ► Bildungstheorie
• Schlagworte: applied linguistics language learning materials development • applied linguistics practices • applied linguistics texts • Bildungswesen • brian tomlinson • developing digital language learning materials • developing language course materials • developing materials for language teaching • digital language learning • Education • Educational linguistics • hitomi masuhara • how to develop language learning materials • language learning curriculum development</p> • language learning guides • language learning materials development • language learning materials development evidence • language learning materials development research • language learning materials theory • language learning research • language learning theory • Language Teaching • Language teaching materials • Lehrpläne / Sprachen • Linguistics • Linguistik • Linguistik / Bildung • <p>MATSDA • matsda conference • Sprachwissenschaften • studies of first and other language learning • TESOL • tesol language learning materials
• ISBN-10: 1-119-05478-8 / 1119054788
• ISBN-13: 978-1-119-05478-8 / 9781119054788