Analysis of Language Teaching Materials

How can We Make Use of the Findings from the Analysis?

This question generally further seeks to explain how the analytical framework can be relevant in evaluating the material and making of decisions, development of teachers’ individual career, critical self evaluation of the designers of the materials and in the researchers’ study of the teaching language. Material evaluation is done through the three levels of analysis that examines the complete set of materials. This analysis provides a powerful means of revealing the underlying nature of a material set. It also provides a basis for testing the extent both aims and claims in materials are met helping anyone involved in material selection. As a way of ensuring full evaluation of materials, careful analysis of what teachers and learners expect from materials is and the extent to which they relate or outmatch each other is needed. Identification of the cultural aspects, for instance views on what learning should entail and the nature of teachers and students. Meeting the language needs of a proposed course where the materials are used is a requirement in material evaluating (Harwood, 2010). Material evaluation will also include matching and evaluation of the material, followed by distinguishing between the appropriate and inappropriate aspects of the material. The findings of the analysis can also be used in teachers’ own professional development. This analysis of a material provides insight on how learning is supposed to be done by facilitating teachers deep understanding of what is involved in a teaching/learning institution, in facilitating understanding of why some tasks fail in classrooms, and provides insight on why other tasks succeed in the classroom. It helps teachers in understanding their own teaching style and in understanding why teachers are comfortable or uncomfortable with the working scheme proposed by a material. The findings also help improve the self improvement of the materials’ designers through critical self-evaluation. This entails the process of applying the schedules for analysis of their own work under development (Harwood, 2010). Writers can reconsider the design of the materials by asking themselves basic questions relating to what he/she is aiming at, his/her objective, which objectives he/she has not achieved, what would be the right way to capture those limitations, what the future holds for him/her are.

Lastly, the findings are significant in researchers’ study of language teaching. A language teaching theory may be enhanced by schedules as a framework for analyzing material. The schedules can be used in implementing the SLA theory-derived features in the designing of materials. The three questions of how, with whom and what content provide a basic structure for a data collection framework for instance through observation  with the aim of getting to know the reality as opposed or in creating a foundation to what has been proposed. The framework empowers teachers, learners and administrators to voice their needs as they empower teachers and learners to take control of the materials they fit (Harwood, 2010).