2.7. Principles of
materials design
Tomlinson (1998:2) claims that people associate the term
`language learning materials' with course books because that has been their
main experience of using materials. In reality, the term refers to anything
that is used by teachers or learners to facilitate the learning of a language.
Regarding the concept of materials development, the latter has been equated
with anything which is done by writers, teachers or learners to provide sources
of language input and to exploit those sources in ways which maximise the
likelihood of intake: in other words the supplying of information about and/or
experience of the language in ways designed to promote language learning
(Tomlinson, 1998: 2)
Tomlinson has been influential in the area of materials
development in language teaching and scholars such as Richards pay tribute to
him. Tomlinson (1998), cited in Richards (2001:263), lists sixteen
characteristics of good language teaching materials some of which I refer to.
For example, materials should expose the learners to language in authentic use,
materials should provide learners with opportunities to use the target language
for communicative purposes, materials should not rely too much on controlled
practice, etc. Rowntree (1997), cited in Richards (2001:263) specifies other
features pertaining to good materials. The latter, he states, should among
other things, arouse learners' interest, encourage them to practise, help them
to do better, etc.
There should be a set of criteria for acceptable materials to
use in class. Willis (1996:70) provides us with some criteria that seem
convincing to me. These can be referred to as for example: exploitability,
topic, length/chunk-ability, linguistic complexity, and accessibility. She
cautions her readers that the criteria above are inextricably intertwined. They
are also applicable to materials sources such as texts and recordings that have
already carefully been classified and labelled. Willis specifies that if any of
the criteria presents a problem in a particular text it is still possible to
design an initial task that makes it accessible to students (1996:70-71).
2.8. Conclusion.
This chapter dealt with issues surrounding the concept of
`television' and its role in the area of English teaching and learning. A
survey of types of television materials was made. This chapter also established
the place of television and its importance in education in what has been
referred to as `educational television'.
In addition, I have discussed an overview of the evolution of
approaches to foreign language teaching. This chapter also dealt with the
development of audiovisual materials in the language classroom and surveyed the
use of television (or any other similar audiovisual material such as video
recordings) in the language class. Here, two main language skills (i.e.
speaking and listening skills) that are connected to the students' viewing
experiences in the language class have attracted my attention.
Lastly, this chapter provided us with a model of language
teaching, Content-based instruction, as the latter will help in the analysis of
the content of English academic programmes. Some principles of materials
development were also discussed.
| 
