Professional Documents
Culture Documents
PREPARED BY: DECLAN PAUL JOHNNY ELUCIA YONG SIEW LEAN GLENN ANDREW HILARION LOH CHIA YEE STENNIA MIGA AK RADIM BT12110030 BT12110033 BT12110047 BT12110073 BT12110180
Comes with complete packages for language learning and teaching Eg. Textbook has questions to be answered by students, enable teacher-student interaction
Development of materials will be more effective if we are able to examine implications of the material use in classroom Need to test out the claims being made for materials:
Analysing materials
His concern was to..
Frameworks depicted by other researchers E.g : Harmer, 1991; Williams 1983; Cunningsworth, 1984
However...
Although useful, they only made general impressionistic judgements on the materials
Hence...
We need to consider...
Publication
Physical aspects of the materials and how they appear as a complete set or book The actual form of the material
Framework Relates to the thinking underlying the material Considers how tasks, language and content in materials are selected
Design
Analysis of materials
Need to focus on what learner are asked to do How it relates to process competence
Knowledge
Process competence
Affects
Ability
Therefore,
Teacher-analyst
levels from the most objective through deductions to conclusions about the underlying principles of materials.
Subdivision into constituent tasks An analysis of tasks: What is the learner expected to do? With whom? With what content? Who determines these things?
What is implied?
Deducing aims, principles of selection and sequence Deducing teacher and learner roles Deducing demands on learners process competence
Explicit nature of the materials what is clear and can be understood and seen easily Statements found within the materials
Example:
Publication date Intended audience Type of materials Number of pages Use of colour Total number of components in a complete set
How a material is divided into sections The means of access into the materials provided How both of the above are distributed between teacher and learner
Categories of information recorded depend on the particular materials being analysed The length of materials make it impractical to analyse all the contents Proportion of materials examined and main sequence of activity is recorded (Part B) Littlejohn found it useful to analyse about 10%-15% of the material
Most important aspect of materials Draw deductions about what exactly teachers and learners who are using the materials have to do
1. 2.
Definition 2 alternative broader definition From definition 2, there are three aspects of tasks
Participation
Content
Process
Turn-take
Relates to the role in classroom discourse learners are expected to take.
Are they:
Responding to direct questions? Using language supplied/not supplied by material? Asked to initiate? Not required to take any direct role at all?
Focus
Meaning of language? Form of language?
Operation
Refers to the mental process required.
Eg:
Repetition Deducing language rules
Both?
Participation
Content
Is it written or spoken? Individual word or sentences or extended discourse? Where does the material come from?
Teachers or learner themselves? Grammar explanations? Personal information? Fiction? General knowledge?
The assumptions about the best route to classroom language learning will become clear Teacher and learner roles become defined
Analysis of tasks effectively test out the various claims made for the materials.
Draws on findings at Level 1 and 2 Come to some general conclusions about the principles of materials Make statements on the overall aims of the materials and how the tasks and content are selected and sequenced. Produce general statements on the demands placed upon learners in relation to process competence. Come to conclusion on the
Roles proposed for teachers and learners Roles of materials as a whole in facilitating language learning and teaching.