Assist. Prof. Dr.

Derya Yılmaz
Uludağ University
Faculty of Education

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Language learning materials should be
driven by learning and teaching
principles
BUT NOT
To be developed ad hoc or in imitation of
best-selling coursebooks.

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Using the proposed principles as criteria
1- typical current ELT materials are evaluated
2- a characterisation of the typical ELT
coursebook is made
3- the author makes suggestions for
improvement.

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Inıtially we need to consider basic principles
such as
1- the need to communicate
2 the need for long-term goals
3-the need for authenticity
4- the need for student-centeredness.
(Hall, 1995)

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Tomlinson (1998) also offers six principles of
ELT materials development.
The materials should
1-expose the learners to language in authentic
use
2- help learners to pay attention to features of
authentic input
3- provide the learners with opportunities to use
the target language for communication
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4-provide opportunitiers for outcome feedback
5-achieve impact in the sense that they arouse
and sustain the learners’ curiosity and attention
6- stimulate intellectual, aesthetic and emotional
involvement.

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Bell and Gower (1998) offer another set
of priciples which are
1- flexibility
2-moving from text to language
3- providing engaging content
4- learner development

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 After considering all these proposed principles we will
attempt forming our own principles that would suit our
specific educational context.
 Here we need an inventory of flexible framework to
help us develop or adapt effective materials for target
learners.

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Each principle of materials
development needs to derived form
principles of language acquisition and
Language learning.

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Learner are exposed to a rich, meaningful and
comprehensible input of language in use.
Learners need a lot of experience of the
language being used in a variety of different
ways for a variety of purposes.
They need to be able to understand this input
and it has to be meaningful for them.

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1- Make sure that the materials contain plentiful spoken
and written texts. We need a variety of text types and
genres in relation to topics, themes, events and locations.
2- Make sure that the language the learners are exposed
to is authentic in the sense that it represents how the
language is typically used.

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3- Make sure that the language input is contextualised.
Decontextualised examples do not contain enough
information about the user, setting, relationship between
the interactants.
Only contextualised language examples can provide the
learner with information.

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In order for the learners to maximise their exposure to
language in use, they need to be engaged both
affectively and cognitively in the language experience.
They need to feel attached to the language materials.
They are expected to feel some form of emotion while
exposed to language in use.

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1- Prioritise the potential engagement by basing
a unit on a text or task that is likely to achieve
affective and cognitive engagement rather than
than on a teaching point selected from a
syllabus.
2- Make use of the activities that make the
learners think about what they are reading and
listening and respond to it personally.

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3- Make use of activities that make the learners
think and feel before, during and after using the
target language.

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Language learners who achive positive affect
are much more likely to achive communicative
competence than those who do not.
1- Make sure texts and tasks are interesting,
relevant and enjoyable as possible so as to exert
a positive influence on the learners’ attitudes.
2- Set achiveable challenges.
3- Stimulate emotive responses through the use
of music, story, literature and art..
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Language learners can benefit from using
mental resources that they typically utilise when
acquiring and using their L1.
1- Make use of the activities that encourage
learners to visualise and an inner speech before,
during and after experiencing a written or
spoken text.

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2- Make use of the activitise that encourage
learners to reflect on their mental activity during
a task.

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Language learners can benefit from noticing
salient features of the input.
1- Use experiential approach in which learners
are provided with an experince that engages
them holistically. From this experince they
learn implicitly.
However, at this point we will go for
contextualised approach.

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2- Rather than drawing attention to a particular
feature of a text and then providing explicit
information about its use, this is much more
powerful to help the learners to make
discoveries for themselves.

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Learners need opportunities to use language to
try to achive communicative purposes.
1- Provide opportunities for the learners to
produce language in order to achieve intended
outcomes.
2-Make sure that output activities are designed
so that the learners are using the language rather
than practising specified features.

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3- Design output activities so that they help
learners to develop their ability to communicate
fluently, accurately, appropirately and
effectively.
4- Make sure that output activities activities are
fully contextualised so that learners are
responding to an authentic stimulus.
5- Try to ensure that opportunities for feedback
are built into output activities.
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After talking about language acquisition, we
need to start considering developing classroom
materials. For this reason, we should also
consider principles of language teaching.

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The content and methodology of the teaching
should be consistent with the objectives of the
course and should meet the needs and wants of
the learner.
In almost all the courses the main is to help
learners to improve their communicative
competence.

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The teaching should be designed to help
learners to achieve language development not
just language acquisition.
Teacher are expected to help their learner to
develop the ability to use language fluently,
accurately, appropirately.

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1- The activities should involve and encourage
the use of high level skills such as imaging,
using inner speech, making connections,
predictions, interpretation.
2- The activities should not be restricted to the
practice of language forms and functions but
should provide opportunities to use the target
language.

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The teaching should be designed to provide
learners with learning opportunities that will
help them to develop educationally.
They become more mature, more critically
astute, more creative, more constructive, more
capable and more confident.

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1- The materials should be cross-curricular in
that they relate to other subject areas and are not
narrowly focussed on language learning.
2-The materials should include some elements
of content-based teaching.
3- The activities should help the learners
develop skills which can transfer to other
subjects.

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The teacher needs to be able to personalise,
indivudialise and localise the materials to relate
them in different ways to the needs, wants,
learning style preferences and the local
geographical features of individual learners.

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1- The materials should provide the teacher with
ideas for personalising, individualising and
localising genereic activities.
2- The materials should help the teachers to
suggest ways in which indiduals can make their
own choices at their own level.

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