LED 71 Unit 3

• Materials


  Anything which is used by teachers and learners to facilitate the learning of a language
• Materials


  Any systematic description of the techniques and exercises to be used in classroom teaching
• Principles of SLA acquisition relevant to the development of materials for the teaching of languages

  • Materials can achieve impact through novelty, variety, attractive presentation, appealing content, achievable challenge
  • Materials should help learners to feel at ease
  • 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 of the input
  • Materials should provide the learners with opportunities to use the target language to achieve communicative purposes
  • 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 maximise learning potential by encouraging intellectual, aesthetic and emotional involvement
  • Materials should not rely too much on controlled practice
  • Materials should provide opportunities for outcome feedback
• Principles of language Acquisition 1

  • Learners are exposed to rich, meaningful and comprehensible input of language in use
  • Materials contain a lot of spoken and written texts likely meaningful to the learners
  • The language the learners are exposed to is authentic
  • The language input is contextualized
  • Learners are exposed to sufficient samples of language in authentic use
• Principles of language Acquisition 2

  • Learners need to be engaged both affectively and cognitively in the language experience
  • Prioritize the potential for engagement
  • Make use of activities that get the learners to think about what they are reading or listening and respond to it personally
  • Make use of activities that get learners to think and feel before, during and after using the target language
• Principles of language Acquisition 3

  • Learners who achieve positive effect are much more likely to achieve communicative competence
  • Make sure the texts and tasks are interesting, relevant and enjoyable to exert positive influence on the learner's attitudes
  • Set achievable challenges to help learners' self-esteem when success is accomplished
  • Stimulate emotive responses through the use of music, song, literature, art, etc. through making use of controversial and provocative texts
• Principles of language Acquisition 4

  • L2 learners can benefit from using those mental resources which they typically utilize when acquiring their L1
  • Make use of activities that get learners to visualize and/or use inner speech before, during and after experiencing a written or spoken text
  • Make use of activities that help the learners to reflect on their mental activity during a task and then to try to make more use of mental strategies in a similar task
• Principles of language Acquisition 5

  • Language learners can benefit from noticing salient features of the input
  • Use an experiential approach in which engages them holistically
  • Help the learners to make discoveries for themselves
• Principles of language Acquisition 6

  • Learners need opportunities to use language to try to achieve communicative purposes
  • Make sure that the output activities are fully contextualized
  • Try to ensure that opportunities for feedback is built into output activities and are provided for the learners afterwards