Theoretical problems of the content of teaching foreign languages

Principles in Developing Materials

Tomlinson (Richards, 2001) suggests some basic principles inconducting materials development for the teaching of language:

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  Material should achieve impacts, help learners to feel at ease&to develop confidence
  
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  What is being taught should be perceived by learners as relevantand useful?
  
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  Materials should require and facilitate learner self-investment, provide the learners with opportunities to use the target language to achieve communicative purposes.
  
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  Materials should take into account thatpositive effects ofinstruction are usually delayed,  learners have differentlearning styles anddiffer in affectiveattitudes.
  
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  Materials should permit a silent period at the beginning ofinstruction, should not rely too much on controlled practiceandshould provide opportunities for outcome feedback.
  

In addition, Crawford (Richards-Renandya, 2002) statesthat materials obviously reflect the writer’s views of language &learning and teachers (and students) will respond according to how well these match their own beliefs and expectations. Some points to be considered in providing effective materials:

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  Language - is functional and must be contextualized; should be realistic and authentic; requires learner engagement inpurposeful use of language.
  
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  Classroom materials will usually seek to include an audio visual component
  
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  SL learners need to develop the ability to deal with written/spoken genres
  
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  Materials need to be flexible enough to cater to individual and contextual differences