New approaches to materials development for language learning
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New approaches to materials development for language learning proceedings of the 2005 joint BALEAP/SATEFL conference by

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Published by Peter Lang in Bern, Oxford .
Written in English


  • English language -- Study and teaching -- Foreign speakers -- Audio-visual aids -- Congresses,
  • English language -- Rhetoric -- Study and teaching -- Foreign speakers -- Congresses,
  • Academic writing -- Study and teaching -- Congresses

Book details:

Edition Notes

Includes bibliographical references.

Statementedited by Olwyn Alexander.
ContributionsAlexander, Olwyn., British Association of Lecturers in English for Academic Purposes., Scottish Association for the Teaching of English as a Foreign Language.
LC ClassificationsPE1128.A2 N3825 2007
The Physical Object
Pagination364 p. ;
Number of Pages364
ID Numbers
Open LibraryOL23734429M
ISBN 10303910909X
ISBN 109783039109098
LC Control Number2008396762

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  Materials Development in Language Teaching aims to help readers apply current theoretical principles and research findings to the practical realities of developing and exploiting classroom materials. The authors also suggest new ideas and directions in materials development, which readers can pursue for themselves. This book is accessible to Cited by:   Materials development in language teaching Available language learning materialshave certainly taken advantage oftechnology advancements and theincrease in knowledge of how languagesare learnt, yet, learners still fail toachieve a satisfactory level ofcommunicative competence. reluctant toexperiment with new approaches. Formaterials to. A decade ago,a collection titled Materials development in language teaching edited by Tomlinson () made little reference to the contribution of computers, apart from a discussion of corpus data and concordances and Alan Maley’s observation that man stands on the threshold of a new generation of computerised materials for language teaching. There have been a number of books published on various aspects of materials development for language teaching but Developing Materials for Language Teaching is the only one which provides a comprehensive coverage of the main aspects and issues in the field. This second edition brings it completely up to date and expands on the original book. It deals with advances in IT and an .

Materials Development in Language Teaching Content and Language Integrated Learning – an approach in which stu-dents acquire a second or foreign language whilst focusing on learning new content knowledge and skills (e.g. about science, about composing music, about playing football). accountability and validity in materials development and strict evaluation of the projects by measuring if the new materials are in fact facilitating effective and successful language learning (Al-Busaidi & Tindle, ). Publishers would testify to the fact that coursebook production is a risky. articulate principled approaches to materials development reflecting how they think learners learn languages. Some of them propose frameworks and many list the principles which drive their materials. Tomlinson ( ) proposes fifteen principles for materials development which derive from second language acquisition.   At this time, books on language teaching methodology also gave more attention to materials development and illustrated their approaches with samples of published materials; for example, McDonough & Shaw (, ), which is being revised with examples from contemporary materials as McDonough, Shaw & Masuhara.

Abstract. In Tomlinson (), I mentioned that very few books had been published on materials development. This reflected the feeling at the time that materials development was ‘insufficiently academic’ to be treated as a field in its own right and that it was a “subsection of methodology, in which materials were usually introduced as examples of methods in action rather than as a means.   Materials development for language learning and teaching in the supplementarymaterials published in the s ands and in recently published series ofresource books for teachers. The mostpopular approach at the moment seemsto be task-based, in which the learnersare set tasks with non-linguisticoutcomes (e.g. arrangements for a trip,an. In addition to the approaches and methods covered in the first edition, this edition includes new chapters, such as whole language, multiple intelligences, neurolinguistic programming, competency-based language teaching, co-operative language learning, content-based instruction, task-based language teaching, and The Post-Methods Era. Tomlinson b), which proposes ways of applying commonly agreed theories of language acquisition to materials development. The principles proposed include: • the language experience needs to be contextualised and comprehensible • the learner needs to be motivated, relaxed, positive and engaged • the language and discourse features available for potential acquisition need to.