Title 1
EFL Material Design and Adaptation.
Materials & Resources.Key Concepts.
Prof. Sandra Camelo
Predominance of the communicative method & the task-based learning approach
Focus on task design.
The role of the communicative skills.
The aim of the task.
Components of the task:
Goal, input, activities, settings, teacher's and learner's role.
(Nunan, 1989)
Types of goals:
Communicative, socio-cultural, learning how to learn, cultural awareness.
Goals
connect the syllabus and the classroom.
(Nunan, 1989)
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Input.
Departure data for developing the tasks.Exposition to the target language. Authentic or adapted.
Activities.
What the student will do with the input
Rehearsal for real world communication or Pedagogic communication
Skills-use or skills getting
Fluency or accuracy
Learner's role.
Learner-centred tasks.
Personalisation of materials according to the students' needs.
Teacher's role.
Interaction
Control of the learning process
Title 1
Learning settings
Classroom management:
whole group work,
small group work,
pair work,
individual work,
presentation.
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Communicative materials use top-down processing:
- encouraging prediction before listening or reading
- encouraging listening or reading
- anticipating outcomes
- encouraging learners to take part in discourse
- relating texts to background knowledge
- preparation of some lexis from the text
- creating a reason for reading/listening/speaking/writing
- placing emphasis on the communication of message (rather than correctness of elements)
TOP-DOWN OR BOTTOM-UP
strategies for the productive skills
Bottom-up processes focus on the various components of the language Top-down/bottom-up strategies for the comprehensive skills: listening or reading for specific information
Title 1
REAL WORLD OR PEDAGOGIC TASKS
INPUT
GOALS
ACTIVITIES
Title 1
Goals
A goal designed to encourage language use of the type that is
supposed to facilitate language acquisition, but which may not necessarily be of a sort that the learner will later need outside .
(pedagogic)
Goals
The objective can be repeated rehearsal of a type of language use that it is expected they will need outside the classroom.
(real world)
Title 1
adapted input
Authentic input
Mirror real use of language
Title 1
Emphasis on grammar and vocabulary building
Based on the uses of normalcommunication
Solving a problem by pooling information.
Gap activities for getting information.
Activities
Title 1
Reading as a starting point for other skills use
reading in relation to other skills.
Affective response to readings. Scramble exercises (organizing the text). Jigsaw for information gap.
Active reading, reasons for reading
Reading skills
Micro-skills:
skimming, scanning
and inferring meaning from context
Title 1
Micro-skills:Recognition of contractions, vocabulary,
structures,
stress patterns,
speed rhythms,
word stress, or
paralinguistic features
Listening skills
Active listening,
reasons for listening Authentic and semi-authentic discourse
identifying redundancy, exploiting
background knowledge, exploitation of linguistic co-text
Title 1
Transactional functions concerned with the transfer of information.
Interactional functions
for the maintenance of social relationships.
Listening skills
Micro-skills:Identifying redundancy, exploiting
background knowledge, exploitation of linguistic co-text
Title 1
-focus on meaning
-varied authentic and
semi authentic materials
Listening skills
-pre, while, and post phases -prediction exercises
Title 1
Aspects taken into consideration:
Grammar, spelling, and punctuation,
Coherence and cohesion,
Style according to the audience,
New forms of writing and conventions
Writing skills
-Current focus on the process
rather than the product
Stages:
Vage notion (drafting),
Formulation (drafting),
Reformulation (redrafting)
Title 1
Interactional language use.Communication games. Problem solving. Information gaps. Negotiation of meaning. Multi-media presentations.
Speaking skills
Micro-skills:Pronunciation,
stress,
intonation,
discourse features.
Title 1
Needs analysis. Learning styles. Individual differences. Negotiation of syllabus.
Meaningful interaction
Collaborative learning
(pair and group work)
Learners' Active Role
Title 1
Task difficulty
Communicative task design.
Tasks grading and sequencing:
Title 1
Activity Factors
Relevance. Complexity. Amount of context.
Available help.
Input Factors
Length of the text. Grammatical complexity. Amount of support given.
Title 1
Mixed-Abilities
Different level tasks using the same input.
Parallel different ability classes. “Open-ended” tasks (not specified product). Project work suggestions. Awareness-building activities for learning styles. Suggestions for activities for fast-finishers.
Title 1
Design Criteria
Goal
Learning outcomes
Enabling activities
Input
Skills involved
Resources
Top-down / Bottom-up processing
Micro-skills
Real life/Pedagogic task
Implicit/Explicit
Level of Difficulty
Audience characteristics
Material Adaptation
External:
Learner characteristics.Physical environment. Resources. Class size.
Considers and aims to match internal
and external characteristics
Internal:
Choice of topics.Skills covered. Proficiency level. Grading of exercises.
Adaptation:
Both planned ahead
and developed during the teaching process
as the situation requires it.
Unbalanced contents (on pronounciation, grammar, vocabulary, communicative practice, and communicative skills). Unbalanced level of difficult of the activities
(too easy/too difficult). Cultural stereotypes and offensive content. Time limit and duration of the activities.
Reasons for adaptation:
Title 1
THE PROCESS OF ADAPTATION
Title 1
CYCLE OF MATERIAL DESIGN, ADAPTATION AND EVALUATION
Title 1
Selection and grading of language,
awareness of language,
knowledge of learning theories,
sociocultural appropriacy.
Title 1
Material Design and Adaptation
S Camelo
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Transcript
Title 1
EFL Material Design and Adaptation.
Materials & Resources.Key Concepts.
Prof. Sandra Camelo
Predominance of the communicative method & the task-based learning approach
Focus on task design.
The role of the communicative skills.
The aim of the task.
Components of the task:
Goal, input, activities, settings, teacher's and learner's role.
(Nunan, 1989)
Types of goals:
Communicative, socio-cultural, learning how to learn, cultural awareness.
Goals
connect the syllabus and the classroom.
(Nunan, 1989)
Title 1
Input.
Departure data for developing the tasks.Exposition to the target language. Authentic or adapted.
Activities.
What the student will do with the input Rehearsal for real world communication or Pedagogic communication Skills-use or skills getting Fluency or accuracy
Learner's role.
Learner-centred tasks. Personalisation of materials according to the students' needs.
Teacher's role.
Interaction Control of the learning process
Title 1
Learning settings
Classroom management: whole group work, small group work, pair work, individual work, presentation.
Title 1
Communicative materials use top-down processing: - encouraging prediction before listening or reading - encouraging listening or reading - anticipating outcomes - encouraging learners to take part in discourse - relating texts to background knowledge - preparation of some lexis from the text - creating a reason for reading/listening/speaking/writing - placing emphasis on the communication of message (rather than correctness of elements)
TOP-DOWN OR BOTTOM-UP strategies for the productive skills
Bottom-up processes focus on the various components of the language Top-down/bottom-up strategies for the comprehensive skills: listening or reading for specific information
Title 1
REAL WORLD OR PEDAGOGIC TASKS
INPUT
GOALS
ACTIVITIES
Title 1
Goals
A goal designed to encourage language use of the type that is supposed to facilitate language acquisition, but which may not necessarily be of a sort that the learner will later need outside .
(pedagogic)
Goals
The objective can be repeated rehearsal of a type of language use that it is expected they will need outside the classroom.
(real world)
Title 1
adapted input
Authentic input
Mirror real use of language
Title 1
Emphasis on grammar and vocabulary building
Based on the uses of normalcommunication
Solving a problem by pooling information.
Gap activities for getting information.
Activities
Title 1
Reading as a starting point for other skills use reading in relation to other skills. Affective response to readings. Scramble exercises (organizing the text). Jigsaw for information gap. Active reading, reasons for reading
Reading skills
Micro-skills: skimming, scanning and inferring meaning from context
Title 1
Micro-skills:Recognition of contractions, vocabulary, structures, stress patterns, speed rhythms, word stress, or paralinguistic features
Listening skills
Active listening, reasons for listening Authentic and semi-authentic discourse
identifying redundancy, exploiting background knowledge, exploitation of linguistic co-text
Title 1
Transactional functions concerned with the transfer of information. Interactional functions for the maintenance of social relationships.
Listening skills
Micro-skills:Identifying redundancy, exploiting background knowledge, exploitation of linguistic co-text
Title 1
-focus on meaning -varied authentic and semi authentic materials
Listening skills
-pre, while, and post phases -prediction exercises
Title 1
Aspects taken into consideration:
Grammar, spelling, and punctuation, Coherence and cohesion, Style according to the audience, New forms of writing and conventions
Writing skills
-Current focus on the process rather than the product
Stages: Vage notion (drafting), Formulation (drafting), Reformulation (redrafting)
Title 1
Interactional language use.Communication games. Problem solving. Information gaps. Negotiation of meaning. Multi-media presentations.
Speaking skills
Micro-skills:Pronunciation, stress, intonation, discourse features.
Title 1
Needs analysis. Learning styles. Individual differences. Negotiation of syllabus. Meaningful interaction Collaborative learning (pair and group work)
Learners' Active Role
Title 1
Task difficulty
Communicative task design. Tasks grading and sequencing:
Title 1
Activity Factors
Relevance. Complexity. Amount of context. Available help.
Input Factors
Length of the text. Grammatical complexity. Amount of support given.
Title 1
Mixed-Abilities
Different level tasks using the same input. Parallel different ability classes. “Open-ended” tasks (not specified product). Project work suggestions. Awareness-building activities for learning styles. Suggestions for activities for fast-finishers.
Title 1
Design Criteria
Goal Learning outcomes Enabling activities Input Skills involved Resources
Top-down / Bottom-up processing Micro-skills Real life/Pedagogic task Implicit/Explicit Level of Difficulty Audience characteristics
Material Adaptation
External:
Learner characteristics.Physical environment. Resources. Class size.
Considers and aims to match internal and external characteristics
Internal:
Choice of topics.Skills covered. Proficiency level. Grading of exercises.
Adaptation:
Both planned ahead and developed during the teaching process as the situation requires it.
Unbalanced contents (on pronounciation, grammar, vocabulary, communicative practice, and communicative skills). Unbalanced level of difficult of the activities (too easy/too difficult). Cultural stereotypes and offensive content. Time limit and duration of the activities.
Reasons for adaptation:
Title 1
THE PROCESS OF ADAPTATION
Title 1
CYCLE OF MATERIAL DESIGN, ADAPTATION AND EVALUATION
Title 1
Selection and grading of language, awareness of language, knowledge of learning theories, sociocultural appropriacy.
Title 1