The document discusses various topics related to developing and evaluating language learning materials. It defines key terms like authentic and artificial materials. It also outlines different types of syllabus approaches that can be used in materials like situational and topical. The document provides guidelines for evaluating existing materials using checklists of criteria and describes strategies for developing new materials to fill gaps, such as analyzing objectives, classifying them, finding supplemental content, and reorganizing into a coherent curriculum.

1. Nur Laely Basir

2.  The matters or substances from which
something can be made
 (s) Tools or apparatus for the performance
of a given task
 Having a logical connection with a subject
matter or the consequential events or
facts, or the knowledge of which would
significantly affect a decision or course of
action

3. AUTHENTIC MATERIALS
 Any materials which is not
designed for learning and
teaching purposes
 Magazines, newspaper,
TV broadcasts, recorded
real telephone
conversation, and the like
ARTIFICIAL/ARTIFACT
MATERIALS
 Any materials which are
designed and intended for
learning and teaching
purposes
 Textbooks, CDs for
listening, and the like

4.  anything which is used by teachers or
learners to facilitate the learning of a
language
 anything which is deliberately used to
increase the learners’ knowledge and/or
experience of the language

5.  anything which is done by writers, teachers
or learners to provide sources of language
input and to exploit those sources in ways
which maximize the likelihood of intake
 the supplying of information about and/or
experience of the language in ways
designed to promote language learning

6.  Any attempts to measure the value of
materials
 For materials to be valuable, the learning
points should be potentially useful to the
learners and that the learning procedures
should maximize the likelihood of the
learners actually learning what they want
and need to learn
 It is not necessarily enough that the
learners enjoy and value the materials

7.  anything done by materials developers or
teachers to facilitate the learning of the
language (teaching)
 a conscious process which consists of the
committing to memory of information
relevant to what is being learned (learning)

8. KINDS
 Explicit Learning: learners are aware of
when and what they are learning
 Implicit Learning: learners are not aware of
when and what they are learning
CONTENT
 Declarative knowledge: knowledge about
the language system
 Procedural knowledge: knowledge of how
the language is used

9.  Materials should achieve impact  noticeable
effect on learners: curiosity, interest and
attention are attracted. Impact can be
achieved through: novelty, variety, attractive
presentation and appealing content.
 Materials should help learners to feel at ease
 Materials should help learners to develop
confidence
 What is being taught should be perceived by
learners as relevant and useful

10.  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

11.  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

12.  Materials should permit a silent period at the
beginning of instruction
 Materials should maximize learning potential
by encouraging intellectual, aesthetic and
emotional involvement which stimulates both
right and left brain activities
 Materials should not rely too much on
controlled practice
 Materials should provide opportunities for
outcome feedback

13.  any systematic description of the
techniques and exercises to be used in
classroom teaching
 the key in developing sound materials is to
ensure that they are described and
organized well enough so that teachers can
use them with no confusion and with a
minimum of preparation time

14. Adopting
Adapting
Developing

15. • It is necessary to decide what types of
materials are desirable: books, CD etc
• All available materials of these types
should be located just in case they
might prove useful: short list of
candidates for materials that might
be adopted – ask for a desk copy from
publishers

16. • Some form of review/evaluation procedures
must be set up to pare this list down to only
those materials that should be seriously
considered so that final choices can be made:
material evaluation
• Some strategy for the regular review of
these adopted materials must be set up to
make sure that they do not become irrele-vant
to the needs of the students and the
changing conditions in the program: ongoing
evaluation

17.  Materials Background
 Author’s
credentials/records
education and
experience
 Publisher’s reputation 
quality

18.  Fit to Curriculum
 Approach  assumptions and theories
 Syllabus  KI/KD
 Needs
 General language needs  proficiency and students
 Situational needs  availability and cultural
appropriateness
 Goals and objectives
 Percentage of match  degree of appropriateness
 Order  degree of order (appropriate
order/organization)
 Content
 Consistent with techniques used in the program 
degree of acceptance
 Consistent with exercises used in the program 
degree of acceptance

19.  Physical Characteristics
 Layout
 Space  white-spaces
 Pictures and text  qualities and quantities
 Highlighting  effectiveness
 Organization  existence and quality
 Table of contents
 Index
 Answer key
 Glossary
 Reference potential

20.  Physical Characteristics
 Editorial qualities  accuracy,
consistency, clarity and practicality
 Content is accurate and edited in a manner
consistent with your style
 Directions are clear and easy to follow
 Examples are clear
 Material quality
 Paper
 Binding
 Tear-out pages

21.  Logistical Characteristics
 Price
 Auxiliary parts
 Audiovisual aids
 Workbooks
 Software
 Unit tests
 Availability

22.  Teachability
 Teachers edition
 Answer key
 Annotations to help teachers
explain, plan activities and
the like
 Reviews
 Acceptability among teachers

23. • Developing materials can be done
only if all efforts to adopt materials
for purposes of teaching those
objectives fail to uncover suitable
materials.
• We need to pay attention to needs
assessment, goals and objectives,
and tests which describe a program.

24. • Materials can be developed that
will create the best possible
match between materials and
the curriculum in question.
• Pay attention to Approach, Types
of Syllabus, Techniques, and
Tasks

25.  Structural (organized around grammatical
structures)
 Situational (organized around various settings
in which the learners are likely to use the
language, such as at the bank, at the
supermarket, at a restaurant, and so forth)
 Topical (organized around themes or topics,
such as health, food, clothing, and so forth)
 Functional (organized around communicative
functions, such as identifying, reporting,
correcting, describing, and so forth)

26.  Notional (organized around conceptual
categories, such as duration, quantity,
location, and so forth)
 Skills (organized around skills, such as
listening for gist, listening for specific
information, listening for inferences, and so
forth)
 Task- or activity-based (organized around
activities, such as drawing maps, following
directions, following instructions, and so
forth)

27.  The situations in which the foreign
language will be used, including the topics
that will be dealt with
 The language activities in which the learner
will engage
 The language functions that the learner will
fulfill
 What the learner will be able to do with
respect to each topic

28.  The general notions that the learner will be
able to handle
 The specific (topic-related) notions that the
learner will be able to handle
 The language forms that the learner will be
able to use when the course is completed
 The degree of skill with which the learner
will be able to perform.

29. • Find and evaluate materials that
might serve at least some of the
students' needs and help to meet
at least some of the course
objectives
• Fill in the gaps that have been
identified

30.  Finding and Evaluating
refer to the
checklist in
adopting materials

31.  Analyzing
 Matches to current objectives
 Mismatches to current
objectives
 Percent of objectives that need
to be supplemented from
outside these materials
 Percent of existing matches
that will require revision
 Decide which set(s) of materials
to adapt

32. Classifying
 Use any logical classes of
objectives to help you
group them for analysis
 List places in materials
where each objectives is
addressed
 Leave blanks where
supplemental materials
are needed

33.  Filling-in the
Gaps
 From other materials
 From created
materials
Teacher as resources
Resource file

34. Reorganizing
Complete the list
Reorganize