The goal of language programs is to utilize language for effective communication. Due to the needs, interests, and motivations of language learners, they may show individual differences in their language learning. Materials used in language programs tin can be instructional, experiential, elucidative, or exploratory in that they can inform learners most the linguistic communication, provide feel of the language in use, and assistance learners to make discoveries nigh the language for themselves. Material development is both a subject and a practical undertaking. At the theoretical level, the principles of the design, implementation, and evaluation of ELT materials will exist emphasized. At the practical level, the production, evaluation, and adaptation of ELT materials, by teachers or cloth writer s would exist taken in to business relationship. The present study investigated the goals of language teaching programs in some countries, and discussed the contextual factors affecting the processes of ELT textile development explicitly. The discussion of the 3 phases of ELT fabric evolution; namely, the organization and analysis, evaluation, and adaptation of materials has been thoroughly elaborated throughout the present study. The ELT profession nowadays has a range of different types of syllabus bachelor from which a choice should exist fabricated for a specific situation. Having analyzed the material available, the ELT material developers should evaluate them both externally and internally to select the about appropriate materials. Finally, materials should be adapted to unlike learners in dissimilar settings following some accommodation principles. To this end, a framework for adaptation has been introduced at the end.

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Periodical of

Language and Translation

Volume ii, Number two, (pp.1-12), 2011

English Linguistic communication Teaching Material Evolution

Jahanbakhsh Nikoopour1*, Mohammad Amini Farsaniii

ane Kinesthesia of Persian Literature and Foreign Languages, Islamic Azad University, North Tehran Branch,

Tehran, Islamic republic of iran

2 Faculty of Persian Literature and Strange Languages, Islamic Azad Academy, North Tehran Branch,

Tehran, Islamic republic of iran

Received: 11 May, 2011 Accepted: v July, 2011

Abstract

The goal of language programs is to utilize language for effective communication. Due to the needs,

interests, and motivations of language fiftyearners, they may showestward individual differences in their lan-

guage learnin1000. Materials used in language programs can beast instructional, experiential, elucidative,

or exploratory in that they can inforyard learners about theastward language, provide experience of the lanorth-

guage in utilise, and help learners to make discoveries near the language for themselves. Material de-

velopment is both a field of study and a practical undertaking. At the theoretical level, the principles

of the design, implementation, and evaluation of ELT materials will be emphasized. At thursdaye practical

level, the production, evaluation, and adaptation of ELT materials, by teachers or material writer due south

would be taken in to account. The present study investigated the yardoals of language teaching programs

in some countries, and discussed the contextual factors affecting the processes of ELT material de-

velopment explicitly. The discussion of the three phases of ELT material development; namely, the

organization and analysis, evaluation, and adaptation of materials has been thoroughly elaborated

throughout the present study. The ELT profession nowadays has a range of different types of sylla-

omnibus available from which a choice should be made for a specific situation. Having analyzed the mate-

rial available, the ELT material developers should evaluate them both externally and internally to

select the well-nigh appropriate materials. Finally, materials should be conformed to different learners in dif-

ferent settings following some adaptation principles. To this end, a framework for adaptationorth has

been introduced at the end.

Keywords: ELT materials, ELT textile evolution, Linguistic communication programs

INTRODUCTION

"Materials" 'include annihilation which tin can exist used

to facilitate the learning of a linguistic communication. They can

be linguistic, visual, auditory or kinesthetic, and

they can be presented in impress, through live per-

formance or display, or on cassette, CD-ROM,

DVD or the Internet'(Tomlinson,2001:66). They

tin exist instructional, experiential, elucidative, or

*Corresponding Author's Email:

Jahan.nikupur@gmail.com

ii English Language Teaching Material Evolution

exploratory, in that they can inform learners

about the language , they tin provide feel

of the language in utilise, they tin stimulate lan-

guage utilize or they can help learners to make dis-

coveries about the linguistic communication for themselves.

Material evolution is both a field of study

and a practical undertaking. Equally a field it studies

the principles and procedures of the design, im-

plementation and evaluation of language teaching

materials. As a practical undertaking information technology involves

the production, evaluation and adaptation of lan-

guage teaching materials, by teachers for their

own classrooms and by materials writers for auction

or distribution. Ideally these ii aspects of mate-

rials developments are interactive in that the the-

oretical studies inform and are informed past the

development and use of classroom chiliadaterials.

Goals of Linguistic communication Programs

The overall goals of a language teaching programme

usually derive from an assay of the reasons

why a group of learners in a particular environ-

ment needs to acquire English language. These goals may exist

stated in general, educational, or very specific

terms. On the one hand, they may be ready out in

the large-scale categories of a national language

policy with many associated implications for the

development of the curriculum. The aim of Eng-

lish Language Education in Malaysia, for in-

stance, is 'to create a society that is able to utilize

the language for effective advice every bit the

need arises, and as a primal to wider experiences.

For those furthering their studies, the skills

learned should become an instrument with which

they may cope with the necessities of using the

language'(Kementerian,1979). Alternatively, a

course may be organized to address a particular

learning need for ,say, the identifiable profes-

sional purposes of a small-scale group. Sandler and

Stott (1981), for case, merits that the aims of

their class in English for Management are to

see the needs of ' practicing managers in indus-

attempt and commerce who, for a diversity of reasons,

demand to better their performance in English.

Secondly, for business studies students and homo-

agement trainees who are studying for an exami-

nation in English language or who are expected … to attain

a level of proficiency in English language.'

There isouth , thedue north, a whole spectrum of possibil-

ities for defining the goals of language teaching,

for a land, an age group, a whole school, a

form, or an individual, and whether for general

educational purposes, concern, scientific deve50-

opment, cultural appreciation or many other rea-

sons.

Contextual Factors

Whether goals are stated in terms of a national

language policy, or in the more restricted envi-

ronment of a particular school or college, the pos-

sibilities for actually implementing them will bdue east

directly related both to the learners themselves –

their needs, characteristics and and then on- and to the

whole educational setting in which the teaching is

to take identify. The statement of goals, and so, related

to the learners and conditioned by the settinthousand, leads

to the selection of an appropriate type of syllabus

content and specification. The wide syllabus out-

line will in turn have direct implications for the

more detailed design and selection of materials and

tests, the planning of individual lessons, and the

human beingagement of the classroom information technologyself.

We tin can list here the cardinal characteristics of the

"learner", indicating how they might touch on plan-

ning. Some of these are characteristics of whole

groups or subgroups of learners, others are indi-

vidual and less open to generalization. Post-obit

Stern(1983), they must be seen as interrelated.

-historic period: this volition particularly affect topics chosen

and types of learning activity,

such as the suitability of games or role-play.

-interest : equally with age, this may help in the

specification of topics and learning activities.

-level of proficiency in English: teachers will

wish to know this even where their classes are

based on a 'mixed proficiency' principle rather

than streamed according to level.

Journal of language and translation, Vol. 2 , No.2 , 2011 3

-aptitude : this can most advisedly be thought

of as a specific talent, in this case for languageastward

learning, as something that learners might show

themselves to be 'good at', perhaps in contrast to

other subjects in a school curriculum.

-female parent tongue: this may affect, for example,

the treatment of errors or the selection of syl-

labus items-areas of grammer or vocabulary

so on.

-academic and educational level: which help

to determine intellectual content, breadth of

topic selection, or depth to which fabric may

exist studied.

-attitudes to learning, This is directly relat-

ed to teachers, to the institution, to the target

language itself and to its speakers.

-motivation, at least insofar as it can be antic-

ipated. Apparently a whole range of factors

will touch this.

-reasons for learning, if it is possible to country

them. With schoolhouse age pupils this may exist

less meaning than with many adult acquire-

ers, where it is often possible to deport out

quite a detailed assay of needs.

-Preferred learning styles: which will help in

the evaluation of the suitability of different

methods, for instance whether trouble-

solving activities could be used, or whether

pupils are more used to 'rote learning', where

material is learned by heart.

-personality : which can touch methodological

choices such every bit a willing for the acceptance of

part play and an interactive classroom envi-

ronment, or a preference for studying alone,

for case.

For most EFL/EastSL teachers, the following fac-

tors, in southome combination and with varying degrees

of significance, will influence course planning, syl-

labus desigdue north, the selection of materials and re-

sources, and the appropriateness of grandethods:

-the role of English in the land: whether it

is a regular means of communication or pri-

marily a subject taught in the school curricu-

lum, where ,in turn, it may or may not be the

offset foreign language. This relates to the lin-

guistic surroundings, and to whether English is

spoken in the customs exterior class or al-

ternatively never heard.

-the role of English in the school ,and its

place in the curriculum.

-the teachers: their status, both at national and

institutional levels, their training, mother

natural language, attitudes to their job, experience, ex-

pectations.

-management and administration: who is re-

sponsible for what fiftyevel of conclusion, particu-

larly which are the control points for employ-

ment of staff, budgets, resource allotment and

so on. Likewise, the position of teachers in the

overall system needs to be understood.

-resources available: books and paper, au-

dio-visual materials(hardware and software

for cassette and video), laboratories, comput-

ers, and then on. Design and choice of teaching

materials will be detailly affected by re-

source availability, equally will the capacity to

teach effectively across a range of language

skills.

-back up personnel: administrators, secretar-

ies and technicians, and their specific roles in

relation to the pedagogy staff.

-the number of pupils to be taught and the

size of classes. Overall numbers may affect

the total number of teaching hours available,

and the large class problem is a very familiar

i in many settings worldwide.

four English language Teaching Material Evolution

-fourth dimension available for the program, both over a

working twelvemonth(longitudinally), and in any one

week or term (intensive or extensive). Many

teachers would also consider that time of day

is a significant factor.

-physical environment: the nature of the

edifice, dissonance factors, flexibility of tables and

chairs, size of room in relation to size of class,

estrus and cold, and and so on.

-the socio-cultural environment : this tin often

determine the suitability of both materialsouth and

methods. For example, some textbooks contain

topics which are inappropriate to theastward prepareting, and

some classroom methods require an unaccepta-

ble set of teacher and learner roles.

-the types of tests used, and ways in which

students are evaluated: cess procedures

may , for example, be formal or informal and

subjective. They may also be external, in the

form of a public or national examination, or

internal to the establishment and the form.

-procedures(if whatever) for monitoring and eval-

uating the linguistic communication teaching program itself.

This kind of evaluation may be imposed by

'senior management', or alternatively agreed

between teachers as colleagues.

Malamah-Thomas(1987:97) describesouth set-

ting in terms of three levels in an pedagogy

organization-the country, the school, and the class-

room. She so divides the various factors in-

to(a)physical (b) temporal (c) psycho-social

and(d) educational, showing how the iii

unlike levels may be affected by each of

these. Thus, for instance, psycho-social fac-

tors are related at national level to civilization,

politics and faith; at institutional level to

school atmosphere and staff attitudes; and in

the classroom to student-teacher rapport.

I. System and Coverage of the Sylla-

bus

We can now assume that the goals of an Eng-

lish linguistic communication plan have been set out and

that the contextual factors affecting its imple-

mentation accept been established and under-

stood. The next step in the task of planning is

to select a type of syllabus which is relevant to

the learners for whom information technology is intended, appropri-

ate to the situation, and which fulfils the aims

as closely as possible.

The 'syllabus' can be seen for our purposes equally

the overall organizing principle for what is to be

taught and learned. Richards and Rodgers(1986)

take proposed a useful framework for the compar-

ison of language teaching methods which illus-

trates the place of the syllabus in program program-

ning. Their model has three distinct levels, which

they term approach, design, and procedure, and is

intended to show the relationship betwixt the the-

ory and exercise of language pedagogy as an 'inter-

dependent system'. Briefly, 'approach' is the most

general level, and refers to the views and conventionalitiessouth-

or theories- of language and language learning on

which planning is based. The next level, 'design' is

where thursdayeast principles of thdue east offset level are converted

into the more practical aspects of syllabuses and

instructional materials. It is here that decisions are

taken about the arrangement of content to be

taught and learnt, the option of topics, language

items to be included in the program, and so on.

Finally, 'procedure' refers to techniques and the

management of the classroom itself.

The ELT profession nowadays has available a

range of dissimilar types of syllabus from which a

pick will be made for a specific situation. Alt-

hough our educational activity contexts are diverse, our

courses will exist based on one, or a combination

of, these principles of organisation. Therefore,

one of the simplest ways of surveying the types

of syllabus bachelor is to examine the content

pages of published English language linguistic communication teaching

textbooks, considering they reveal the underlying

principles and assumptions on which the writers

have based their cloth. At the same time, they

tell us something both most the arroyo and the

Journal of linguistic communication and translation, Vol. ii , No.2 , 2011 5

design adopted, thus bringing together principle

and do in a directly appreciable way.

We can now identify v broad types of syl-

labus: 1.Grammatical or structural, 2. Functional-

notional,3. Situational, 4. Skills-based, 5. Topic-

based. The first of these obviously is organized

according to a ready of grammatical structures, and

is one that will easily recognized by most English

language teachers. The second is based on the

communicative and interpersonal uses to which

language is put and, in contrast to the formal

structural arrangement of the offset type, highlights what

people do through linguistic communication. It is usually re-

ferred to equally a 'functional' syllabus . This design

principle is often establish together with the other

list of items in the same box: they are technically

called 'notions', a terone thousand used to describe the rather

general and abstruse categories which a language

is able to express, such as concepts of time and

identify. The tertiary type presents a set of everyday

situations or settings. The 4th focuses on lan-

guage skills, and is concerned with what learners

do as speakers, listeners, readers, writers. The

fifth uses topics or themes every bit its starting points.

Our professional activities equally language teachers

are northwardot carried out in a vacuum and , in Rich-

ards'(1985:11) words, 'Planning a successful lan-

guage plan involves consideration of factors

that go well across one thousandere content and presenta-

tion of teaching materials'. Although we work in

specific situations with specific groups of acquire-

ers, co-ordinate to a specified set of aims, our work

can be described along a number of shared and

generalizable dimensions. These dimensions are

:the characteristics of learners; the range of fac-

tors in the teaching state of affairs itself; and the sylla-

bus types bachelor to us as a profession. The dif-

ferences lie in the relative importance of these

factors, and the bodily choices that are 1000ade.

Several of these approaches come together in

the "multi-syllabus framework". Swan justifies

this approach in the post-obit terms: 'When de-

ciding what to teach to a detail group of

learners, nosotros need to have into consideration sev-

eral different meaning categories and several dif-

ferent formal categories. We must make sure that

our students are taught to operate fundamental func-

tions….to talk virtually basic notions…….to com-

municate appropriately in specific situations

…..to hash out the topics which correspond to

their master interests and needs….At the same

fourth dimension, nosotros shall need to describe up a list of phonolog-

ical problems ….of high priority structures, and

of the vocabulary which our students will demand to

learn. In addition, nosotros will need a syllabus of

skills….' (1985:79).

II. Evaluating ELT Materials

The ability to evaluate teaching materials effec-

tively is a very important professional person action for

all EFL teachers. Cunningsworth(1984) suggests

that there are very few teachers who do not use

published course materials at some stage in their

teaching career. Many language teachers notice that

it is something that they practise very regularly in their

professional person lives. We may brand a distinction

between teaching situations where 'open-marketplace'

materials are chosen on the i hand, and where

a Ministry building of Educational activity produces materials

which are subsequently passed on to the teachers

for classroom use on the other.

The nature of the evaluation procedure in each

of these scenarios will probably differ as well. In

the outset type of situation, teachers may havdue east quite

a large amount of pick in the materials they

select. However, there are many situations where

teachers in fact go a very limited selection or per-

haps no choice at all, and this 2d scenario

may well obtain for teachers who are 'handed'

materials past a Ministry or a Manager and have to

cope as best they can within this framework. For

the vast bulk of teachers working in the start

situation , having a skillful deal of choice in the

selection of appropriate materials, writing their

own materials can be very time consuming and

not necessarily cost-effective; hence there is a

need to be able to discriminate effectively be-

tween all the grade books on the market.

Another fairly typical factor to consider is that

teachers/grade organizers are often under con-

siderable professional and financial force per unit area to

select a course book for an ELT program which

6 English language Language Teaching Material Development

will then become the textbook maybe for years

to come. Added to this pressure is the fact that

in humany contexts materials are often seen every bit

being the core of a particular programme and are

often the most visible representation of what

happens in the classroom. Even though some

practitioners may take issue with O'Northeill'south

comment that 'no other medium is as easy to

utilise as a book',(1982:107), the reality for many

is that the book may be the only choice open to

them. For some teachers the selection of a good

textbook can be valuable. No textbook or set up

materials is likely to be perfect and even

grandgh ' it is clear that course volume assessment

is fundamentally a subjective, rule-of-thursdayumb

activity, and no neat formula , grid or system

will ever provide a definite yardstick' (Shel-

don,1988:245).

Information technology is employful for us as teachers to perforone thousand anorth

external evaluation of materialsouthward first of all in

order to gain an overview of the organization-

al principles involved. Subsequently this nosotros move on

to a detailed internal evaluationorth of the materi-

als to run into how far the materialsouthward in question

match up to what the author claims as westwardell as

to the aims and objectives of a given teaching

program.

The External Evaluation

An external evaluation offers a brief overview of

the materials from the outside (encompass, introduc-

tion, table of contents), which is then followed past

a closer and more detailed internal evaluation.

Outset, we try to provide a comprehensive, external

overview of how the materials have been orga-

nized. Our aim is basically that of examining the

organisation of the materials as stated explicitly

by the author/ publisher by looking at: the 'blurb',

or the claims made on the cover of the teach-

ers/students book, and the introduction and table

of contents. We need to know who the materials

are targeted at (the intended audience), what level

they are (the proficiency level), the context in

which the materials are to be used, and how the

language has been presented and organized into

teachable units/lessons. In that location are besides many

other factors which are to be taken into business relationship

at this external stage as follows:

-Are the materials to exist used as the main 'cadre'

course or to be supplementary to it?

- Is a instructor's book in print and locally avail-

able?

-Is a vocabulary list/alphabetize included?

-What visual material does the volume con-

tain(photographs, charts, diagrams)

and is information technology there for cosmetic value only or is it

actually integrated into the text?

-Is the layout and presentation articulate or clut-

tered?

-Is the material also culturally biased or specif-

ic?

-Practice the materials represent minority groups

and/or women in a negative way? Do they

present a ' counterbalanced' picture show of a detail

country/gild?

Information technology is possible that the content of some materi-

als will cause offence to some fiftyearners. The in-

vestigation by Littlejohn and Windeatt(1988)

into teaching materials shows how textbooks

may be biased in subtle, and in some cases not

and so subtle, ways in their representation of course,

ethnic groundwork and reference to smoking and

drinking.

-The inclusion of audio/video material and

resultant cost. Is it essential to possess this

extra material in order to apply the textbook

successfully?

-The inclusion of tests in the teaching materi-

als (diagnostic, progress, achievement);

would they be useful for your particular

learners?

During this external evaluation stage , we have

testined the claims gade for the materials by the

author/publisher with respect to : the intended au-

dience, the proficiency levefifty, the context and

presentation of language items, whether the mate-

rials are to exist core or supplementary, the part and

availability of a teacher's book, the inclusion of a

vocabulary list/index, the table of contents, the use

of visuals and presentation, the cultural specificity

Journal of language and translation, Vol. ii , No.2 , 2011 7

of the materials, the provision of audio/video mate-

rial and inclusion of tests.

After completing this external evaluation, we

can go far at a decision as to the materials' ap-

propriacy for selection purposes. If our evalua-

tion shows the materials to beast potentially appro-

priate and worthy of a more detailed inspection

so nosotros tin go along with our internal or more

detailed evaluation. If non, so nosotros tin go out at

this stage and start to evaluate other materials if

we wish and then.

Macro-evaluation----------

inappropriate/potentially advisable-------------

(external)

micro-evaluation----------

inappropriate/advisable----------adopt/select

(internal)

The Internal Evaluation

We now proceed to the next stage of our evalua-

tion procedure by performing an in-depth inves-

tigation into the materials. The essential issue at

this phase is for us to clarify the extent to which

the factors in the external evaluation phase actual-

ly match upwardly with the internal consistency and

organization of the materials equally stated past the au-

thor/publisher. Inorthward order to perform an constructive

internal inspection of materials, nosotros need to ex-

amine at least two units or more of a book or ready

of materials to investigate the following factors:

-The presentation of the skills in the materials

-The grading and sequencing of the materials

-Where reading/discourse skills are involved,

is there much in the way of appropriate text

beyond the sentence?

-Where listening skills are involved, are re-

cordings 'authentic' or bogus?

-Practise speaking one thousandaterials incorporate what we

know well-nigh the nature of existent interaction or

are artificial dialogues offered instead?

-The relationship of tests and exercises to (a)

learner needs and (b) what is taught by the

course material.

-Do you experience that the material is suitable for

unlike learning styles; is a claim and provi-

sion fabricated for self-study and idue south such a claim

justified?

Are the materials sufficiently 'transparent' to

motivate both students and teachers alike, or

would you lot foresee a student/instructor grandismatch?

In the internal evaluation stage we have to

consider that as evaluators we need to examine

the following criteria: the treatment and presenta-

tion of the skills, the sequencing and grading of

the materials, the type of reading, listening,

speaking and writing materials contained in the

materials, appropriacy of tests and exercises, self-

report provision and teacher-learner 'residue' in

use of the materials.

The Overall Evaluation

At this stage ,we hope that we may at present brand an

overall assessment as to the suitability of the ma-

terials by considering the post-obit parameters:

1.The usability gene. How far the materials

could be integrated into a detail syllabus

as 'core' or supplementary. For example, we

may need to select materials which suit a par-

ticular syllabus or set of objectives that we

accept to work to. The materials may or may

not exist able to do this.

2.The generalizability factor. Is there a re-

stricted use of 'core' features which make the

materials more mostly useful? It may exist

that not all the material volition be useful for a

given individual or group but some parts

might exist.

3. The adaptability factor. Can parts be add-

ed/extracted/used in another context or modi-

fied for local circumstances? There thousanday be

some very expert qualities in the materials just,

for example, nosotros may judge the listening ma-

terial or the reading passages to be unsuitable

and in need of modification. If we think that

adaptation is viable we may choose to do

this.

eight English language Language Teaching Material Development

4.The flexibility factor. How rigid is the se-

quencing and grading; tin can the materials be en-

tered at unlike points/used in different

ways? In some cases materials which are not

and then steeply graded offering a measure out of flexibility

which permits them to be integrated easily in-

to various types of syllabus.

Thus, when all the criteria have been analyzed

nosotros can then reach our ain conclusions regarding

the suitability of the materials for specified

groups or individuals. But, once materials take

been appropriate for use on a particular class

we must proceed in mind that their ultimate success

or failure can only be determined after trying

them in the classroom with real learners.

III. Adapting ELT Materials

In that location are some factors which should be consid-

ered in the process of adapting teaching materials

within particular classroom environments where

there is a perceived need for change and manipu-

lation of certain design features. There is conspicuously

a direct relationship betwixt evaluating and

adapting materials, both in termdue south of thursdayeast reasons

for doing so, and the criteria used. A starting

bespeak for considering the relationship between

evaluation and adaptation is to think of the terms

'adopting' and 'adapting'. Nosotros know that a deci-

sion about whether a certain form book should

be used in a specific teaching situation tin can be

taken on the basis of a number of evaluative cri-

teria. These criteria, formulated as a set of ques-

tions to ask nigh the materials, provide answers

that volition lead to acceptance or maybe rejection.

Nonetheless, a decision in favor of adoption is an

initial step, and is unlikely to hateful that no fur-

ther activity needs to be taken beyond that of pre-

senting the material directly to the learners. It is

more than realistic to assume that, nonetheless conscientious the

pattern of the materials and the evaluation pro-

cess, some changes volition accept to be made at some

level in most education contexts. Adaptation, then

, is a process subsequent to, and dependent on,

adoption. Furthermore, whereas adoption is con-

cerned with whole course books, adaptation con-

cerns the parts that make upwardly the whole.

An of import perspective on evaluation is to

see it equally a management issue whereby education-

al decision-makers codify policy and work out

strategies for budgeting and for purchasing and

allocation of resources. In this sense, teachers exercise

not e'er have straight involvement. So, activity

among teachers is that of adaptation since they

are changing and adjusting the various parts of a

form book and they are more than closely related to

the reality of dealing with learners in the dynamic

environment of the classroom.

External factors comprise both the overt

claims near materials and the characteristics of

particular education situations. Internal factors are

concerned with content, organization and con-

sistency. Thus :

External(what we have) Internal (what the materials offering)

Learner characteristics Choice of topics

Concrete environment Skills covered

Resources Proficiency level

Form size Grading of exercises

To adapt materials is to try to bring together

these private elements under each heading, or

combinations of them, so that they friction match each

other equally closely as possible. Madsen and Bowen

(1978) refer to this matching every bit the principle of

'congruence': Constructive adaptation is a matter of

achieving "congruence"….The proficient teacher is….

constantly striving for congruence amidst several

related variables: teaching materials, methodolo-

gy, students, course objectives, the target lan-

guage, and its context, and the teacher'due south own per-

sonality and teaching style. With an emphasis on

Journal of linguistic communication and translation, Vol. 2 , No.2 , 2011 9

materials, Stevick (1972) talks of bridging a gap:

'the instructor must satisfy the demands of the text-

book, but in means that will exist satisfying to those

who learn from information technology'. It is worth mentioning that

adjusted textile does not necessarily need to exist

written down or made permanent. While satisfy-

ing students 'brusque-term needs, teachers may demand

to introduce extra material. Madsen and Bowen

(1978) make the point clearly:' the good teacher is

constantly adapting. He advertapts when he adds an

example non found in the book or he adapts even

whenorth he refers to an practice covered earlier, or

when he introduces a supplementary picture. Thursdayere-

fore, advertizementaptation is essentially a process of matching.

Its purpose is to maximize the appropriacy of teach-

ing materials in context, by changing some of the

internal characteristics of a course volume to better

suit our particular circumstances.

The Reasons for Adapting

There are many reasons for making modifications

to our materials; these reasons depend on the

whole range of variables operating in our own

teaching situation, and one teacher's priorities

may differ from those of another. Some think that

materials should aim to be 'communicative' and

'authentic'. Withal, these priorities are relative,

and there isouthward no absolute notion of correct or wrong,

also, priorities change over time fifty-fifty withinorth the

same context. Nor does a need to adapt necessari-

ly imply that a course volume is defective.

It will exist useful to state a list to show some of

the possible areas of mismatch(no congru-

ence) that teachers identify and that can be

dealt with by adapting.

-Non enough grammer coverage in full general

-Not enough practice of grammar points of

item difficulty to these learners

-The communicative focus ways that gram-

mar is presented unsystematically

-Reading passages incorporate as well much unknown

vocabulary

-Comprehension questions are too easy, be-

cause the answers can be lifted directly from

the text with no real understanding

-Listening passages are inauthentic, considering

they sound likewise much like written textile be-

ing read aloud

-Not enough guidance on pronunciation

-Subject-matter inappropriate for learners of

this age and intelligence level

-Photographs and other illustrative materials

non culturally acceptable

-Amount of material too great/too little to

cover in the time allocated to lessons

-No guidance for teachers on handling grouping

piece of work and role play activities with a large class

-Dialogs too formal, and not really representa-

tive of everyday spoken communication

-Audio material difficult to apply because of

issues to do with room size and technical

equipment

-Likewise much or too little multifariousness in the activities

-Vocabulary list and a key to the exercises

would be helpful

-Accompanying tests needed

Undoubtedly much more could be added to

this list, merely it must serve as an analogy of

some of the possibilities. All aspects of the lan-

guage classroom can be covered: these examples

to a higher place include: (a) aspects of linguistic communication apply ,(b)

skills, (c) classroom organization and (d) sup-

plementary fabric.

Principles and Procedures

The reasons for adapting that we have discussed

10 English Language Teaching Cloth Development

tin can exist idea of as dealing with the modifica-

tion of content, whether that content is expressed

in the form of exercises and activities; texts; in-

structions; tests and so on. We should consider

the requirements of a particular teaching envi-

ronment which need a number of changes that

will lead to greater appropriacy. This is most

likely to be expressed in terms of a demand to per-

sonalize, individualize, or localize the content.

We take ' personalizing' here to refer to increas-

ing the relevance of content inorthward relation to acquire-

ers' interests and their bookish, educational, or

professional needs. 'Individualizing' volition address

the learning styles both of individuals and of the

members of a grade working closely together.

"Localizing" takes into business relationship the international

geography of English language teaching and recog-

nizes that what may work well in Mexico City may

not do so in Edinburgh or in Kuala Lumpur. Mad-

sen and Bowen(1978) include a further category of

'modernizing', and comment that not all materials

show familiarity with aspects of current English

usage, sometimes to the point of being not just out

of date or thouispbing but even incorrect.

Regarding the master techniques that can be

applied to content in order to bring about change,

there are some points to keep in mind. Firstly,

this tin be seen every bit some other kind of matching pro-

cessouthward where techniques are selected according to

the aspect of the materials that demand amending.

Secondly , content can be adapted using a range

of techniques; or conversely, a single technique

tin can be applied to different content areas. Thirdly,

adaptation can accept both quantitative and qualita-

tive effects. That is, we can merely modify the

amount of material, or we tin can modify its meth-

odological nature. Finally, techniques can exist

used individually or in combination with others,

and then the scale of possibilities clearly ranges from

straightforward to rather circuitous. The tech-

niques we apply are as follows:

Calculation, including expanding and extending

Deleting, including subtracting and abridging

Modifying, including re-writing and re-

structuring

Simplifying

Re-ordering

ane. Adding: Information technology can be in 2 forms; namely,

extending whereby nosotros tin can add together in a simple

quantitative way, and expanding, which

brings about a qualitative as well equally a quanti-

tative change.

2. Deleting or omitting: This is the same as

addition, but it does not have a significant

impact on the overall methodology. The

changes are greater if cloth is not only

subtracted , merely also what nosotros shall term

abridged.

Add-on and deletion often piece of work together.

Cloth may exist taken out and then replaced with

something else. Where the same kind of fabric

is substituted, as for instance one set of minimal

pairs for another, the internal balance of the les-

son or the syllabus is non necessarily altered. The

methodological alter is greater when, for ex-

ample, grammar do is substituted afterward the

omission of an inappropriate communicative

function, or when a reading text is replaced by a

listening passage.

3. Modifying: Information technology can be applied to whatsoever aspect

of 'content'. It tin can exist subdivided under two re-

lated headings: re-writing, when some of the

linguistic content needs modification; and re-

structuring, which applies to classroom man-

agement. Modifying materials, and so, even in

the restricted sense is a technique that has a

very wide range of applications. It refers es-

sentially to a 'modality change', to a modify in

the nature or focus of an exercise, or text, or

classroom activity.

4. Simplifying: Many elements of a language

grade can exist simplified, including the in-

structions and explanations that accompany

exercises and activities, and even the visual

layout of material so that it becomes easier to

run into how different parts fit together. The principal

application of this technique has been to texts,

most often to reading passages. For instance,

Journal of linguistic communication and translation, Vol. two , No.2 , 2011 eleven

we can simplify according to: sentence struc-

ture, lexical content and grammatical struc-

tures.

5. Re-ordering: It refers to the possibility of

putting the parts of a course book in a differ-

ent society. This may chiliadean adjusting the se-

quence of presentation within a unit, or taking

units in a different sequence from that origi-

nally intended. There are limits, of course, to

the scale of what teachers can do, and too

many changes could upshot, unhelpfully, in an

almost consummate re-working of a form volume.

A Framework for Accommodation

Adapting materials is trying to consider individu-

al items or combination of them in such a way

that they could match each other as much as pos-

sible. This math or congruence should be amid

several related criteria namely external and inter-

nal, such as instruction materials, methodology,

student featuredue south, grade objectives, teacher

variables, target language, and its context. There

is a need to localize, personalize, and private-

ize the material to bridge a gap (Stevick, 1972).

The teacher must satisfy the demands of the text-

book as to satisfy the needs of the students by

means of dissimilar techniques such every bit adding,

modifying, reordering, simplifying, and deleting.

The purpose of applying these techniques to con-

tent areas such as language apply, texts, skills, and

classroom management is to maximize the ap-

propriacy of teaching materials in context. The

following is a workable model into which the

principal points of accommodation can exist fitted:

12 English Educational activity Material Evolution

Conclusion

In the first part of this paper the organisation of

syllabus and the contextual factors were investi-

gated. In the 2nd part, we suggested that mate-

rials evaluation can be carried out in two com-

plementary stages ;namely, external and internal.

We also suggested that materials evaluation is

ane part of a complex process and that materials

once selected tin merely exist judged successful afterwards

classroom implementation and feedback. In the

third part of this paper, adapting ELT materials

was discussed. Accommodation is a very practical ac-

tivity which is carried out mainly past teachers in

guild to thousandake their work more relevant to the

learners with whom they are in day- to-24-hour interval con-

tact. It is not just an exercise washed in self-

contained methodological isolation. Like all our

activeness as teachers, it is related, directly and indi-

rectly, to a wider range of professional person concerns.

Adaptation is linked to bug of administration

and the whole management of education, insofar

as it derives from decisions taken almost materials

to exist adopted. As well, the demand to conform is ane con-

sequence of the setting of objectives in a certain

educational context. Finally, adaptation can only

be carried out effectively if it develops from an

understanding of the possible desigdue north features of

syllabuses and materials.

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... The technique of collecting data is ascertainment, interview, documentation.This enquiry is using qualitative arroyo. According to [eighteen], qualitative enquiry is procedural of research which is producing descriptive data in the written words or orally it is getting from people and behavior which being observed, the collecting of the information is coming from words, film, and not number [19]. While the report of this inquiry is containing with data quotations in order to requite thought in data presentation. ...

  • Noor Khamidah
  • Sri Utaminingsih
  • Mohammad Kanzunnudin Mohammad Kanzunnudin

The purpose of this inquiry is to discribe the local wisdom value most rebo wekasam in jepang hamlet, the terminology of Rebo Wekasan is special Rebo (Wed) because it doesn't expect like some other Midweek. Its term is understandable, considering Rebo Wekasan is terminal Wednesday in Shofar, second calendar month in hijriyyah calendar. This research is using qualitative approach. Technic of data collecting is using literature review, interview, observation, recording, taping, and photography. The outcome showed that rebo wekasan tradition is having local wisdom value. The value itself is consisting of leadership value, devotion value, tradition value and cultural value.

... As a practical undertaking it involves the production, evaluation and adaptation of language didactics materials, by lecturers for their own classrooms and past materials writers for sale or distribution. Ideally these two aspects of materials developments are interactive in that the theoretical studies inform and are informed by the evolution and use of classroom materials [thirteen]. ...

Due to emergence of English language for Specific Purposes where nowadays English not simply a learning material for students merely information technology has get a demand for people. Mechanical Engineering science graduates are expected to have English language power to compete in job profession. For that reason, it was important to develop English learning cloth based on the needs of Mechanical Engineering student. The aimed of this research was to develop appropriate English language learning materials for the students of Mechanical Engineering Students by using Padlet. Padlet is a web-based interactive application that can be used for advice among students. This inquiry was conducted by using research and evolution method which involves a preliminary phase and collects information, planning, develop of production and expert validation. The research event was feasible to utilize based on validation stride which was 80% and categorized very good. The production of this research were six units of English language learning materials in the grade of spoken and written texts likewise equally grammar explanation. The activities encourage the students to actively participate in the classroom discussion and exist involved in solving the task. This enquiry is expected to give contribution to English language learning particularly English language for Mechanical Engineering students.

... Developing educational activity or learning materials of subjects matters is generally agreed by almost all scholars equally a very valuable step in the teaching and learning process (Harsono, 2007;Nikoopour and Farsani, 2011;Rashidi, 2011). Common reasons for materials development usually start course a point of view that education as a political enterprise, should as well be enlightened of their sociopolitical surroundings and to fight against the condition quo, with the intent of transformation both in the classroom and in the larger gild (Norton & Toohey, 2004). ...

... The other supporting factor is the number of incidental tasks from mentors that corrupt their time to work out of their organized instructional. In the same vein, materials blueprint may take fourth dimension and, and then does, the cost to spend for; therefore, form books selection is necessary (Nikoopour & Farsani, 2011); of course, selecting the recommended books and/or materials from schools. The results of this electric current study, also, brings a reflection of the stated constraints they face up prior to develop EFL materials. ...

  • Yakob Metboki Yakob Metboki

In the sense of running qualified teaching and learning, instructor teaching institutions place their pupil teachers at schools to experience existent teaching practices through the internship programme. This study aims to give a comprehensive portrait of problems the student teachers of English accept when they develop ELT materials and how the bug vary according to different areas. The present written report practical qualitative method. Information technology utilized survey as data collection technique. Twenty-5 educatee teachers are recruited as participants. Having conducted the survey, the results showed that most pupil teachers have several bug in developing ELT materials during internship program. The biggest problem lies on developing fabric for practicing grammar elements (two.98 level of difficulty). The participants simply felt it easy to develop material for grading and recycling, and supporting materials with ranging from 3.22 and 3.10 level of difficulty. The post-obit problem lies on how the fabric promotes the development of language skills and communicative abilities. Overall, the present study indicates that the student teachers are still lacking of grounded concepts on what and how to develop ELT materials that fit to students� needs. Keywords: English language teaching; materials development; internship programme; students-teachers� problems; survey.

  • M. Swan

This (the outset of two articles) examines some of the more than theoretical ideas underlying the 'Communicative Approach'. These include the belief that we should teach 'utilise' likewise every bit 'meaning', and some attitudes regarding the pedagogy of 'skills' and 'strategies'. A second article volition deal with more than pedagogical aspects of the approach, peculiarly the idea of a 'semantic syllabus' and the question of 'authenticity' in materials and methodology. In both articles, it is argued that there is serious confusion in the communicative view of these matters. In item, the Communicative Approach fails to take account of the knowledge and skills which language students bring with them from their mother tongue and their experience of the earth.

  • Earl Westward. Stevick

With the growing shortage of time and money for writing new textbooks, particularly in the seldom-taught languages, at that place is a premium on making effective apply of what already exists. A teacher has a option, not only of accepting or rejecting materials, but adapting or rewriting them. (The quaternary possibility is oftentimes viewed both as unjustifiably troublesome to the rewriter and an affront to the original author.) Of the dozens of language teachers with whom the author has spoken in the course of this study, he has institute none who did not claim at to the lowest degree that he made some small changes or additions to his printed textbook; many make major changes. Under these circumstances, 2 points need to be emphasized: (1) diverse degrees of adaptation, augmentation, and rewriting grade a continuum, at the far stop of which stands the writing of original materials; and (two) before one can begin to adapt or broaden or rewrite or write, and before one tin can even decide which of these four to undertake, information technology is necessary to evaluate what is already available. The present paper offers guidelines for evaluation, and outlines a general procedure for adaptation. (Writer/AMM)

  • Robert O'Neill

This paper, though stimulated by Allwright'due south article 'What do we desire teaching materials for?' in the terminal issue of ELT Periodical, does not attempt a signal-past-signal rebuttal. Instead it offers arguments for the use of published textbook materials as a basis on which to mould the unpredictable interaction which is necessary to classroom language learning. It is likewise suggested that learners who exercise not work from textbooks may be beingness deprived of a useful medium of orientation and written report exterior the classroom. Finally, the writer considers the gradual process of replacement by which new textbook materials evolve.

Evaluating and Selecting ELT Materials

  • A Cunningsworth

Cunningsworth,A.(1984): Evaluating and Selecting ELT Materials. Oxford: Heinemann.

The English Syllabus Forms I-3 of Secondary Schools

  • Malaysia Kementerian Pelajaran

Kementerian Pelajaran Malaysia(1979): The English Syllabus Forms I-III of Secondary Schools. Kuala Lumpur.

  • L E Sheldon

Sheldon,50.E. (1988): Evaluating ELT Textbooks and Materials. ELT Periodical,42/iv,237-46.