Menu
![](/uploads/1/2/7/3/127372813/925898523.jpg)
![Tesol Tesol](/uploads/1/2/7/3/127372813/349693626.jpg)
Ian McGrath is a widely experienced teacher, trainer, and trainer trainer. He recently returned to the UK after two years at the National Institute of Education, Singapore, teaching in-service courses on materials evaluation and design, advising on quality assurance, researching, and writing (mainly about learner-generated materials). His latest book, Materials and the Roles of EFL/ESL Teachers (Bloomsbury), and a second edition of his widely used Materials Evaluation and Design for Language Teaching (Edinburgh University Press) will both be published in 2013. Academic interest in teaching-learning materials, as reflected in publications about materials, continues to grow (see, for example, Alexander 2007; Mishan and Chambers 2010; Tomlinson and Masuhara 2010; Tomlinson 2011). This recent collection of 17 commissioned papers is intended for ‘students, teachers, teacher trainers, and researchers in the field of ELT/TESOL with an interest in teaching materials’ (p. The papers are divided into four sections:There is a short but typically cogent preface by the Series Editor, Jack Richards; discussion questions/tasks, most of which appropriately involve reflection, evaluation, and adaptation/design, are provided at the end of each chapter; and there are author and subject indexes. Spelling and punctuation follow American conventions.Nigel Harwood’s excellent opening survey, which includes a helpful review of content analysis research, offers a broad sweep through a number of well-rehearsed.
In this paper, the writers will discuss the Effect of Using Authentic Materials in teaching, because a number of studies point out that the use of authentic materials is regarded a useful means to motivate learners, arouse their interest and expose them to the real language they will face in the real world. ELT Textbooks and Materials: Problems in Evaluation and Development This frequently cited 1987 publication focuses on textbooks designed for use by English language learners, and dictionaries. A range of authors explore different theoretical and applied aspects of textbook production and evaluation. They discuss teaching materials from various.
Error message. Deprecated function: The each function is deprecated. IntroductionMost countries attribute the English Language to be the global language.As a result, English is used in international communicationboth orally and in written communication, for general as well as specificneeds.
English teachers usually teach their students by using available textbooks.However, such learning materials which are ideallysuitable for the needs ofthe students are not always available. This situation should not discourage teachers as far as they have the objectives of the teaching. By having objectives of the teaching/learning orbeing familiar with the needs of the learners, the teachers can develop theirown materials for the learners to achieve the objectives or to fulfilthe learner’s need.A decade ago,a collection titled Materials development in language teaching edited by Tomlinson (1998) 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. The absence of a focus on computer-assisted language learning materials in that collection was remarked on (Johnson,1999; Levy, 2006), as an indicator of the divide between CALL and the wider field of language teaching. In the decade since Tomlinson’s book, opportunities for language learning and teaching have been further transformed by the rapid development of a wide range of technology mediated resources, materials, tasks and learning environments. The place of these developments in the field of language teaching has been the subject of debate.
Coleman (2005), for example, argues that current research and practice in CALL has the potential to enhance our understanding of language learning and teaching, but that it remains in a relatively marginal position.I. Materials DevelopmentLanguage teaching has five important components: students,teachers, materials, teaching methods and evaluation. Nunan(1992) states that teaching materials are often the most substantial and observable component of pedagogy. In addition, Cunnings (Richards, 2003) summarized the role of materials (particularly textbook) in language teaching as a resource - for presentation materials;activities for learners practice and communicative interaction;for learners on grammar, vocabulary, pronunciationstimulation and ideas for classroom activities;a support for less experienced teachersGenerally, teachers tend to use all guidance provided by a textbook. However, it is a fact that a textbook does not always meet the variety of conditions in a language class (Ur,1996; Richards, 2003). Sometimes, teachers need to explore teaching materials outside textbooks and modify them in order to be relevant to the need and demands of particular group of students. Teachers’ experiences and understanding of their students is very important in materials development, so that the students are motivated in learning the target language.
According to Tomlinson (1998) materials development refers to anything which is done by writers, teachers or learners to provide sources of language input in ways which maximize the likelihood of intake.
![](/uploads/1/2/7/3/127372813/925898523.jpg)