Jeline GuillermoJeline GuillermoResearcherResearcher
Bryan BacordioBryan BacordioComputer In ChargeComputer In ChargeRomel RubianesRomel Rubianes
RepertoireRepertoire
MATERIALS USED IN MATERIALS USED IN ENGLISH FOR ENGLISH FOR
SPECIAL PURPOSES SPECIAL PURPOSES (ESP)(ESP)
What is What is MATERIMATERI
AL?AL?
Materials can be Materials can be anything in linguistic, anything in linguistic, visual, auditory and visual, auditory and kinaesthetic forms kinaesthetic forms that are used to that are used to
facilitate the facilitate the teaching and learning teaching and learning process. (Tomlinsom, process. (Tomlinsom,
1998)1998)
Forms of Materials
LinguisticLinguistic
AuditoryAuditoryVisual Visual
KinaestheticKinaesthetic
Types of Materials
According to Harsono (2007) materials can also
be:
• Experiential
• Elicitative
• Instructional
• Exploratory
Roles of Materials
• Stimulation and
Motivation• Source of language
• Learning support
• For reference and
enrichment
• Revision
Main Categories of Materials
•Teacher-Generated
Materials•Learner-Generated
Materials•Authentic Materials
Teacher-Generated Materials (TGM)
• Materials specifically generated for teachers that teach ESP.
• Factors that need to be taken into account:• Matching carrier content to real
content• Providing variety• Grading exercises• Presenting the material well
TGM: Matching Carrier Content to Real
Content• Real Content
The main purpose of the course
• Carrier ContentAspects that is used to assist
the real contentExample:
English for Banking
TGM: Providing Variety
• Variety in micro-skillsFocus on more than one macro skills
(e.g writing, speaking, reading, listening)
• Variety in types of activitiesUsing visuals and thinking based
activities (e.g diagrams, flowcharts)• Variety in interaction
Changes from teacher input to individual work to pair work to class discussion
TGM: Grading Exercises
• Grading basically helps provide learners with tasks at different levels of difficulty.
• One way to achieve this is by setting tasks in three levels. (e.g unsupported, partially unsupported, fully supported)
TGM: Presenting the Material
Learner-Generated Material (LGM)
• Materials specifically generated by learners for
their own learning experiences.
Examples:- Framework materials- Activities that are devised by learners
LGM: Framework Materials
• Remove the difficulty to balance the levels and appropriateness of carrier and real content
• Set a context or a framework• Learners fit their own carrier
content and their existing language competence
Example of Framework Materials
Relocation of head office to a new site
London MidlandsPrestigious Space to expandClose to Heathrow Airport
Some loss of personnel
Traffic Congestion
More flexible layout
More expensive Good road and air communicationShort-term relocation
PRODUCTION PROCESS
Advantages Disadvantages
LGM: Activities Devised by Learners
• Text comprehensionA pair of learners prepare some
comprehension questions (as well as the answers) and exchange them with another pair. Each pair will answer the other pair’s set of questions.
• Note taking/Information transferLearners themselves can think of some
creative activities to transfer information for their peers (and their teachers)
• Vocabulary DevelopmentLearners can generate their own
sets or word partnerships
Material Selection
• Carefully selected so that it will be appropriate to the subject
• Make sure do not go out of the intended topic
• Teacher knows the level of the students’ language knowledge and the target level they want to achieve (course objectives)
• Select or design materials/task that will simulate the students’ real situation as closely as possible
• Leave room for flexibility
Teacher should consider the following questions in selecting the materials(Lewis and Hill, 1993):
•Will the materials be useful to the students?•Do they stimulate students’ curiosity?•Are the materials relevant to the students and their needs?•Are they fun to do?•Will the students find the tasks and activities worth doing?
Sources of Materials
I. Textbook-based
• Readily available• Psychologically represents
something concrete• Publishers, commercial companies• Bookstores, conferences, colleagues,
friends, web pages• Teachers will know what materials
are available and what materials are appropriate for various purposes
• Be creative
II. Tailor-made •More precisely geared to the needs of the students•Collecting the materials when the teachers go abroad to English speaking country•Browsing the internet for ideas•TVs and radios (current information)•Printed materials•Provide the teachers with the opportunity to decide on the vocabulary, functions and structures combination that will be most relevant
Sources of Materials
Teachers can rely on some important considerations (Haycraft, 1987):
•Length of the course•The target audience of the course•The appropriate structural grading: students should be taught what they need to know “in the right order with the right opportunities.”•The vocabulary should be useful and in current use.•The appropriate idiomatic English.•The materials should be “visually alive” and “well presented.”
Thank You For
Listening!
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