Interestingly, none of the projectsreported was conducting research onthe effects of global coursebooks,though many were reporting onprojects to find replacements for them. The evaluators turned out to be highly satisfied with the checklist and highly agreed on its usefulness. Regardless of the views of experts who criticise the use of textbooks, most language teachers seem to continue to use them. 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 teachers Generally, teachers tend to use all guidance provided by a textbook. The findings reveal that for the elementary level teachers they seem to have a slight preference for the old materials compared with the new ones. The mostpopular approach at the moment seemsto be task-based, in which the learnersare set tasks with non-linguisticoutcomes e.
Ur 2009 said that the clear attractive layout is one of the criteria of a book assessment. Mishan and Timmis suggest that stand alone evaluation can be created, ad hoc, for exam classes and materials; using four or five questions about potential materials suitability for any given exam class. Materials can be systematically evaluated to make daily teaching organised and rewarding. The results showed that instructors have a very positive attitude towards the textbooks in terms of the criteria and features investigated in the first two sections of the study tool. They may be more usefully considered as learning resources.
When the teachers decide to adapt authentic or created materials, it means that they are bridging the gap between the classroom and the world. Heasked each writer to think aloud as theydesigned the task. It also acts as a reminder of all the useful devices in daily materials and teaching that aid language acquisition. This was followed by a structured interview in which the participants were provided with a copy of the checklist. The accessibility of the learning resources may include the timeliness and ease of access, as well as the usability for students with special needs. Additionally, based on the findings of factor analysis, two items were removed from the checklist.
For teachers who prefer to prepare their own materials rather than basing their teaching on a book there are suggestions on systematising the process of materials development and on the use of learner-generated materials. The treatment is thoughtful, thorough, judicious, comprehensive, and reader-friendly. This evaluation was done by four English language teachers. Created materials refer to textbooks and other specially developed instructional resources. This moves onto the next most important and intertwined factor which is task achievability , i f tasks in materials provided cannot be realised they need to be decisively removed. More information and requirements of the unit outline can be found in the. Edinburgh: Edinburgh University Press Chapter 4 Materials evaluation and adaption.
Tomlinson goes on to advocate a humanisticcoursebook which engages affect throughpersonalised activities and which providesimaging, inner voice, kinaesthetic and processactivities. Some of them also include post-use reviews of materials. Choosing appropriate general English textbooks has always been a mind-boggling issue in Iranian English language institutes. Teachers may select the material thatwill be used unchanged, reject either completelyor partially sections of the material, addextensions or further exploitation of the existingmaterials and replace components of thematerials. Introduction Most countries attribute the English Language to be the global language.
Having the notes at the lecture often mean that students can focus on the flow of your argument rather than copying down everything you say. This is new terrain for many applied linguists and teachers and has not received much attention in most of the literature. Materials exploitation There seems to be very little published on what teachers and learners actually do with materials in the classroom. If you decide that a particular text book will be a useful resource for your students, check the current cost, and ensure that a good portion of the book is directly related to your unit, or to other units that your students might study. Some of the writers refer to priorplanning but none to developing aprincipled framework or criteria beforestarting to write.
Materials Evaluation and Design for Language Teaching provides a systematic approach to the selection and subsequent evaluation of textbooks and practical advice on their adaptation and supplementation. Materials adaptation Considering how teachers adapt materials systematically or intuitively every day, there is surprisingly little help for them in the literature. Provides a systematic approach to the selection and subsequent evaluation of textbooks Since the first edition of this book was published in 2002 there have been many changes in language teaching, not least those associated with technological developments. This book goes a long way towards encouraging teacher autonomy and as such is an excellent acquisition. However, my experience throughout the world isthat teachers and learners are more critical thanthey are given credit for and often resist thecommodity they are being asked to consume. You can refer to the unit outline throughout the semester to keep students on track and use it to point out the relevance of each task to the expected learning outcomes and the related graduate capabilities. There is some literature reporting how teachers use their textbooks as resources rather than as scripts.
Since then there have been numerous contributors to the debate. Deep processing comes frompersonal involvement as an individual humanbeing, and the coursebooks most likely toachieve more than coverage of teachingpoints are those that take a humanisticapproach to language learning and help thelearners to localise, to personalise and toachieve confidence and self-esteem. Conclusion This article has emphasised the significance of materials development in language program. At the same time, you may need to be sensitive to students who are visually impaired. The researcher used an evaluation checklist and interviews to assess the extent the materials fit and suit the learning outcomes. A number of authors have objected to what they see as sometimes excessive caution and have complained about the unengaging blandness of commercially published materials. The present study sought to evaluate the validity, reliability and economy of the developed checklist.
Based on the results, the researcher drew a number of conclusions and recommendations. The checklist was refined based on the experts' comments; problematic items were removed or revised and a scoring guide was added to it. Giventhese definitions, I think that every text thatlearners encounter should be authentic andthat most tasks should be authentic too —otherwise the learners are not being preparedfor the reality of language use. In doing so, teachers might produce their own worksheets for their students. Despite such changes, the same basic needs remain as far as teacher education is concerned. Use visual images to augment rather than repeat what you are saying. The qualitative method was used to collect and analyse the data.