7

Chapter 4 Designing Materials

in ESP

By:

Bazrina binti Ramly(159209)

Lylia binti Aziz(161759)

Nik Nor Nabillah Anis binti Nik Yahya(157814)

Sayidatul Fatima binti Mohd Mazeli(160121)

Overview

Definition

Forms of Materials

Roles of Materials

Characteristics of Materials

Where to get Materials

Sample of Materials

Conclusion

Questions

Definition of Materials

Materials can be anything in linguistic, visual, auditory and kinaesthetic forms that are used to facilitate the teaching and learning process. (Tomlinsom,1998)

Forms of Materials

a) linguisticb) auditoryc) visuald) kinaesthetic

According to Harsono (2007), materials can also be:

a) experiential

b) elicitative

c) instructional

d) exploratory

Types of Materials

Designing Materials in ESP

Consider:

1. needs and wants of the

learners

2. language choice

3. development of specific skills

4. Strategies for operating in

ESP context

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 (a)

Real content

- the main purpose of the course

Carrier content

- aspects that is used to assist the real content

(e.g.: English for Banking)

TGM: Matching Carrier content to Real content (b)

Variety in micro-skills

- Focus on more than one macro-skill (e.g writing, speaking, reading, listening)

Variety in types of activities

- Using visuals & thinking based activities (e.g diagrams, flowcharts)

Variety in interaction

- Changes from teacher input to individual work to pair work to class discussion

TGM: Providing Variety

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 supported, fully supported)

TGM: Grading Exercises

TGM: Presenting the Material

Learner-generated Materials (LGM)

Materials specifically generated by learners for their own learning experience.

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

Relocation of head office to a new site

London Midlands

Prestigious Space to expand

Close to Heathrow Airport Some loss of personnel

Traffic Congestion More flexible layout

More expensive Good road and air communication

Short-term relocation costs

Production Process

Advantages Disadvantages

Example of framework materials

Text comprehension

- A 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 transfer

- Learners themselves can think of some creative activities to transfer information for their peers (and their teachers)

Vocabulary Development

- Learners can generate their own sets or word partnerships

LGM: Activities Devised by Learners

Materials Selection (a)

Carefully selected so that it’ll 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-life situation as closely as possible

Leave room for flexibility

Teachers should consider the following questions in selecting the materials (Lewis & 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?

Materials Selection (b)

Sources of Materials (a)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 (b)

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 priorities”.

The vocabulary should be useful and in current use.

The appropriate idiomatic English.

The materials should be “visually alive” and “well presented”.

Source of Materials (c)

Sample of Materials

Refer to PDF documents.

Review Definition of materials

Forms of materials

The role of materials

Categories of materials

Materials Selection

Sources of materials

Sample of materials

Conclusion

Materials are not just a mere tools that can be randomly use to assist the teaching and learning process, but, materials are also one of the important aspects in teaching ESP to guide the teachers and students in understanding the subjects better.

Questions

Briefly define the meaning of materials.

Briefly explain two roles of materials for ESP teaching and learning.

What are the three categories of the materials?

How does a teacher get ideas for tailor-made materials? Explain.

Give one benefit each for textbook and tailor-made materials.

THANK YOU