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Sách hướng dẫn cách phát triển tài liệu, giáo án giảng dạy các kỹ năng Tiếng Anh gồm: Nghe, Nói, Đọc, Viết, Ngữ pháp, Từ vựng một cách hệ thống, khoa học và đáp ứng chuẩn mực quốc tê về giảng dạy Tiếng Anh (TESOL)
EDINBURGH TEXTBOOKS IN TESOL Materials Development for TESOL Freda Mishan and Ivor Timmis Series Editors: Joan Cutting and Fiona Farr Materials Development for TESOL Materials Development for TESOL Freda Mishan and Ivor Timmis © Freda Mishan and Ivor Timmis, 2015 Edinburgh University Press Ltd The Tun – Holyrood Road 12(2f) Jackson’s Entry Edinburgh EH8 8PJ www.euppublishing.com Typeset in 10/12 Minion by Servis Filmsetting Ltd, Stockport, Cheshire, and printed and bound in Great Britain by CPI Group (UK) Ltd, Croydon CR0 4YY A CIP record for this book is available from the British Library ISBN 978 7486 9135 (hardback) ISBN 978 7486 9137 (webready PDF) ISBN 978 7486 9136 (paperback) ISBN 978 7486 9138 (epub) The right of Freda Mishan and Ivor Timmis to be identified as the author of this work has been asserted in accordance with the Copyright, Designs and Patents Act 1988, and the Copyright and Related Rights Regulations 2003 (SI No 2498) CONTENTS Acknowledgements viii Abbreviations ix Series Editors’ Preface xi 1 Introduction 1.1 Why Do We Need a Book about Materials Development? 1.2 What Are Materials? 1.3 What Do We Need Materials for? 1.4 The Purpose of this Book 1.5 The Structure of the Book Principled Materials Development 2.1 Introduction 2.2 The Importance of Affective and Cognitive Challenge in Language Learning Materials 2.3 Input and Output in Language Learning Materials 2.4 Awareness-Raising and Language Learning Materials 2.5 Further Reading One 2.6 Further Reading Two 2.7 Conclusion 2.8 Additional Readings 1 9 10 18 23 26 28 30 30 Materials, Methods and Contexts 33 3.1 Introduction 33 3.2 English Language Teaching and the Global Diversification of English34 3.3 Pedagogy and English Language Teaching Materials 41 3.4 English Language Teaching Coursebooks 44 3.5 Further Reading One 50 3.6 Further Reading Two 52 3.7 Conclusion 54 3.8 Additional Readings 54 vi contents Materials Evaluation and Adaptation 4.1 Introduction 4.2 The Need for Principled Evaluation 4.3 The Nature of Evaluation 4.4 Materials Adaptation 4.5 Further Reading One 4.6 Further Reading Two 4.7 Conclusion 4.8 Additional Readings 56 56 56 58 67 71 72 73 74 Reconceptualising Materials for the Technological Environment 75 5.1 Introduction 75 5.2 The Context: Normalisation of Technology 77 5.3 Reconceptualising Materials for the Technological Environment: Materials as Products and Materials as Processes 79 5.4 A Template for Materials Using Technology 90 5.5 Further Reading One 91 5.6 Further Reading Two 94 5.7 Conclusion 96 5.8 Additional Readings 96 Materials to Develop Reading and Listening Skills 6.1 Introduction 6.2 Materials to Develop Reading Skills 6.3 Materials to Develop Listening Skills 6.4 Further Reading One 6.5 Further Reading Two 6.6 Conclusion 6.7 Additional Readings 99 99 100 110 115 117 119 120 Materials to Develop Speaking and Writing Skills 7.1 Introduction 7.2 Materials to Develop Speaking Skills 7.3 Materials to Develop Writing Skills 7.4 Further Reading One 7.5 Further Reading Two 7.6 Conclusion 7.7 Additional Readings 121 121 121 129 137 138 139 140 Materials for Vocabulary and Grammar 8.1 Introduction 8.2 Materials for Vocabulary 8.3 Materials for Teaching Grammar 8.4 Further Reading One 8.5 Further Reading Two 141 141 141 152 158 160 contents vii 8.6 Conclusion 8.7 Additional Readings 160 161 163 163 164 172 175 178 179 181 181 Materials Design: From Process to Product 9.1 Introduction 9.2 The Production Sequence 9.3 The Production Sequence in Action 9.4 The Creative Process 9.5 Further Reading One 9.6 Further Reading Two 9.7 Conclusion 9.8 Additional Readings 10 Conclusion 183 Bibliography 187 Index209 ACKNOWLEDGEMENTS The authors and publishers acknowledge the following sources of copyright material and are grateful for the permissions granted: Chapter (on web page): Extract from LCIE (Limerick Corpus of Irish English), Farr, F and O’Keeffe, A Chapter 3, Figure 3.1: p 14 from New Headway Intermediate Student’s Book, Soars, L and Soars, J (2009), Oxford University Press Chapter 6, Figure 6.1: p 15 from New English File: Upper-Intermediate – Student’s Book, Oxenden, C and Latham-Koenig, C (2008), Oxford University Press Chapter 6, Figure 6.4: From Dellar/Walkely Innovations Advanced 1E © 2007 Heinle/ELT, a part of Cengage Learning, Inc Reproduced by permission www cengage.com/permissions The authors wish to acknowledge the contribution and support of the following: Ivor Timmis would like to thank Heather Buchanan, Felicity Parsisson, Philip Prowse, Sarah Skelton and Jane Templeton for comments on chapter drafts Freda Mishan would like to thank the University of Limerick Faculty of Arts, Humanities and Social Sciences and the School of Languages Literature, Culture and Communication for giving her study leave to work on this book Sincere thanks also to colleagues in the TESOL/Linguistics section for their patience and support during this time On a personal level Freda extends huge thanks to Kevin and Reuben for their tolerance and support Finally a dedication to her late father, Ezra, ‘in whose academic shadow I remain’ viii ABBREVIATIONS BANA Britain, Australasia and North America BNC British National Corpus CALL computer-assisted language learning CEFR Common European Framework of Reference (also known as CEF) CL corpus linguistics CLIL content and language integrated learning CLT communicative language teaching CMC computer-mediated communication CoBuild Collins Birmingham University International Language Database COCA Corpus of Contemporary American English C-R consciousness-raising DDL data-driven learning EAP English for academic purposes EFL English as a foreign language EIL English as an international language ELF English as a lingua franca ELT English language teaching ER extensive reading ESL English as a second language ESOL English for speakers of other languages ESP English for specific purposes EUROCALL European Association for Computer-Assisted Language Learning FFI form-focused instruction HLT humanistic language teaching IATEFL International Association of Teachers of English as a Foreign Language ICT information and communications technologies IELTS International English Language Testing System IWB interactive whiteboard L1 first language L2 second language MALL mobile-assisted language learning MICASE Michigan Corpus of Academic Spoken English NES native English speaker ix 204 bibliography Shanahan, D (1997) Articulating the relationship between language, literature and culture: towards a new agenda for foreign language teaching and research Modern Languages Journal, 81(2): 164–74 Shawer, S., Gilmore, D and Banks-Joseph, S (2008) Student cognitive and affective development in the context of classroom-level curriculum development Journal of the Scholarship of Teaching and Learning, 8(1): 1–28 Sheen, R (2003) Focus on form: a myth in the making? 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An empirical study TESOL Quarterly, 31: 121–40 Zlatkovska, E (2010) WebQuests as a constructivist tool in the EFL teaching methodology class in a university in Macedonia CORELL: Computer Resources for Language Learning, 3: 14–24 INDEX Abdul Latif, M., 43 Ableeva, R., 115 accuracy, 122, 128 activities consciousness-raising, 23, 24, 155 development activities, 179 experiential activities, 178 intrinsic value of, 11, 13–14, 54 materials as stimulus for, 6, 133 materials design, 178–9 personalisation activities, 42 readiness activities, 178 speaking skills, 137–8, 140 vocabulary, 148–51 adaptation see materials adaptation affective domain, 9, 11, 12–14, 16, 17–18, 30, 114, 115, 122 affective filter, 12 Afflerbach, P et al., 99 age of learners, 157 Akbari, R., 41 Al Khaldi, A., 57 Allwright, D., 186 Alptekin, C., 39, 45 Amrani, F., 56, 65–6, 163, 168 analysing, 15f, 16f, 17f, 104–5, 106f analysis, 57–8 Anderson, L., 15f, 16f, 17f anecdotes, 127 anti-imperialism, 35–6, 39, 45 anxiety, 11, 12 applying, 15f, 16f, 17f, 104–5, 106f appropriacy, 95, 129, 169 Arikan, A., 43 Arnold, J., 12, 14, 30 authenticity, 28–30, 57, 82–3, 113, 137 autonomy, 83 awareness-raising, 23, 113, 127, 155 BACKBONE corpus, 82 backchannels, 87, 98n5 Badger, R., 131, 132, 136 Basturkmen, H., 121 Bax, S., 75 behaviourism, 126, 127 Bell, J., 46, 51, 181 Berardo, S., 109 Berns, N., 39 Biber, D., 160 bilingual dictionaries, 146 Blake, R., 75 Blau, E., 19 blended learning, 76–7, 92 Bloom’s taxonomy, 15–16, 15f, 16f, 17f, 104 BNC see British National Corpus Bolitho, R et al., 155, 181–2 Bolster, A., 51, 52 bottom up processes, 103, 111–12, 118 Boulton, A., 82, 83 British Council, 5, 55n2, 95 British Empire, 35 British English, 37 British National Corpus (BNC), 82, 83, 141, 143 Brown, H D., 12, 14 Burden, K., 92 Burns, A., 122, 126, 127, 128 Burton, G., 51–2 Bygate, M., 121–3, 126, 129 Byram, M et al., 39 C (Creativity) group, 175 C-R see consciousness-raising (C-R) activities CALL see computer-assisted language learning Cambridge English Corpus, 124 Cambridge International Corpus, 143, 162n1 Cameron, L., 147 Canagarajah, S., 44 Carter, R., 123, 127 CEFR see Common European Framework of Reference challenge, 137 Chambers, A., 43 Chapelle, C., 96 Chen, Y-S., 135 children’s literacy, 95 chunks, 110, 144 Churchill, W S., 167 209 210 index CL (corpus linguistics), 23–4 Clavel-Arriotia, B., 38 CLIL see content and language integrated learning CLT see communicative language teaching CMC (computer-mediated communication), 76 CoBuild (Collins Birmingham University International Language Database), 141 COCA see Corpus of Contemporary American English cognitive challenge, 14–18, 17f cognitive processes/skills, 15–16, 17f, 104–5, 106f, 108 coherence, 130–1 cohesion, 131 Coleman, H., 50 collocations, 142, 143, 144 Common European Framework of Reference (CEFR), 48, 49, 66, 153, 163, 165, 166, 171 communications media, 87 communicative language teaching (CLT), 41, 48 learner interaction, 20, 23, 42–3, 81 output, 22 skills, 123, 130, 133, 148 comprehensible input hypothesis (i + 1), 18–22, 29 comprehensible output hypothesis, 22, 128–9 comprehension listening, 114, 118–19 question types, 115–17, 116f reading, 102, 105, 108, 115–17, 116f computer-assisted language learning (CALL), 75, 76, 79, 96 computer-mediated communication (CMC), 76 concordances, 80–1, 81f, 82f, 83 concurrent verbalisation, 175, 178 confidence, 11, 13, 137 connected speech, 110–11 Conrad, S., 160 consciousness in L2 learning, 23, 24, 31, 155 consciousness-raising (C-R) activities, 23, 24, 31, 155 content and language integrated learning (CLIL), 20, 166 content materials, 79–83 content validity, 63 context and approaches, 4, 6, cultural context, 33–4, 37, 39–40, 42–3, 44, 46 language learning context, 12, 20, 40–1, 49–50, 59, 66, 70–1 schemata, 104, 111 and technology, 77–8, 94–6 see also culture; globalisation of English conversation analysis, 122, 128 strategies, 123, 124 turns, 87 vocabulary, 158–9 Conzett, J., 144 corpora and coursebooks, 50, 51–2 and DDL, 80–3, 81f, 82f, 90 open-access corpora, 82, 83 pedagogic corpora, 82 research, 141–2, 143 spoken corpus research, 122, 123, 129 corpus linguistics (CL), 23–4 Corpus of Contemporary American English (COCA), 82, 83, 141, 143 Cortazzi, M., 40 Council of Europe, 44, 48 coursebooks, 44–50 cognitive skills, 105, 108 content, 50, 52 corpus perspective, 50, 51–2 culture, 39–40, 45, 46 Dat (2008), 52–4 ELT publishing, 44, 47, 48, 51, 78 evaluation, 58 factionism, 45 global coursebooks, 39–40, 46–7, 48 grammar, 152 Harwood (2014a), 50–2 language, 38 learners’ views, 4, 47, 51 localisation, 40, 49 pragmatism, 47, 55n2 process approach, 112, 113 regional coursebooks, 48, 53 Southeast Asia, 48, 49, 52–4 speaking skills, 123–4 stakeholders, 46–7, 55n2 teachers’ guides, 50 teachers’ views, 46–7, 50–2 textbook research, 50–2 use, 3–6, 48, 51, 52 versioning, 48 washback, 47, 49, 55n3 web sites, 78 Craik, F I M., 147 Craik, H., 14 Craven, M., 127 creating, 15f, 16f, 17f, 106f creative writing, 136 Crookes, G., 11 Crossley, S A et al., 19 Crystal, D., 35, 37 Csikszentmihalyi, M., 16, 18 Cullen, R., 124, 127, 155–6 cultural competence, 120n1, 127 cultural identities, 39 index 211 culture, 39–40, 49, 100 collectivist cultures, 42 and coursebooks, 39–40, 45, 46 individualist culture, 42 intercultural awareness, 40 intercultural competence, 40 and materials, 40–1, 53, 169–70 PARSNIP, 169–70, 171 and pedagogy, 42–3 schemata, 103, 104, 113 and technology, 93, 95 Cunningham, G., 112, 113, 126 Cunningham, S., 27, 28f, 116 Cunningsworth, A., 45, 68 curriculum and coursebooks, 45, 47 and materials design, 167, 168 resistance to change, 29 Cutting, J., 82 Dat, B., 39, 52–4, 125 data-driven learning (DDL), 23, 80–3, 81f, 82f, 90 de Bot, K., 22 Deci, E L., 10 Dellar, H., 105, 107f, 124, 126, 127 Dendrinos, B., 45 development activities, 179 Dewaele, J-M., 10 dictation, 89 dictionaries, 146 dictogloss, 156 digital immigrants, 77, 78 digital literacy, 77–8, 97, 130 digital media, 90, 91f digital natives, 21, 77, 78, 94 digital tools, 79, 88–9, 91–2 diglot-weave technique, 43 discourse analysis, 87, 122 features, 111, 127 markers, 111, 123, 131, 133, 158 types, 125 discovery, 14, 24, 26, 80, 81, 153, 155 discussion, 127 Dogme principles, 3, Dörnyei, Z., 10, 11, 30–1 Doughty, C., 90 Dudeney, G et al., 97 Dudley-Evans, T., 132, 138–9 Duke, N et al., 104 EAP see English for academic purposes Eapan, L., 40 eclecticism, 52, 141, 154, 155, 157–8 Edge, J., 42 Ediger, A., 103 EIL see English as an international language elaborative changes, 20–1 ELF see English as a lingua franca elicitation, 6, 154 Ellis, R., 9, 10, 12, 13, 22, 24, 30, 31, 58, 154, 158, 161 ELT publishing digital materials, 78, 93 publishers as evaluators of materials, 65–6, 169–70 web sites, 78 see also coursebooks; materials design emotional frankness, 42 empathy, 13 engagement, 11 English as a foreign language, 35 English as a lingua franca (ELF), 35, 37, 40 English as a second language see L2 English as an international language (EIL), 35, 36, 37, 40, 48, 53 English as first language see L1 English for academic purposes (EAP), 20, 130, 132, 133, 143 English for specific purposees (ESP), 133, 165 English Profile research project, 165–6 enjoyment, 11 error correcction, 51, 156 Eskey, D E., 108 ESP see English for specific purposes EUROCALL (European Association for Computer-Assisted Language Learning), 78 evaluating, 15f, 16f, 17f, 104–5, 106f; see also materials evaluation; materials evaluation criteria Evans, G., 66, 67f exam syllabuses, 66 Expanding Circle of English, 35, 36f, 37, 49 experiential activities, 178 expressions, 87, 158–9 extrinsic motivation, 10 face validity, 13–14 familiarity, 13, 113 Farr, F., 97 Farrell, T S., 113, 115 Feak, C., 51, 170, 174 feedback, 155, 167–71 Felix, U., 75 Field, J., 110, 113, 120 flow, 16, 17–18 fluency, 122, 128 Folse, K., 142, 145–6, 147, 161 form-focused instruction (FFI), 24, 155, 162 Fox, G., 82 Freeman, D., 105, 108, 115–17, 116f Fuster-Márquez, M., 38 212 Gairns, R., 144, 146, 151 genre, analysis, 85, 87 categories, 135 in corpora, 80 and listening, 114 spoken genres, 28, 123 and writing, 131, 132, 138–9, 140 Ghosn, I-K., 14 Gill, S., 4, Gilmore, A., 18, 28–30 Giroux, H., 186 global coursebooks, 39–40, 46–7, 48 global Englishes, 35, 37–8, 39, 55n1 globalisation of English, 29, 34–7 anti-imperialism, 35–6, 39, 45 three circles of English, 35, 36f see also varieties of English Goh, C., 120, 123, 128 Gor, K., 19, 20 Gordon, K., 131, 132 Gower, R., 46, 51, 181 grammar, 141, 152–8, 161 and age, 157 conceptual difficulty, 157 delayed effect, 154–5 evaluation criteria, 152, 160 grammaring tasks, 155–6 input-based approaches, 155 learners’ expectations, 157 level, 157 and lexis, 82, 126, 155 methodological options, 153–4 microgrammar, 152–3 output, 155 practice: quality not quantity, 156 present, practise, produce, 153, 154–5 principled eclecticism, 154, 157–8 proactive teaching, 154 reactive teaching, 154 reconstruction, 156 reformulation, 156 spoken grammar, 124, 126 Stranks (2013), 160 syllabus, 152–3, 166 teaching, 23, 152, 153–5, 157, 158 grammar translation approach, 41, 43, 121–2 Grant, N., 61 graphology, 130 Gray, J., 38 Grgurović, M et al., 75 Gruba, P., 76–7 Guiora, A et al., 11 Hadfield, J., 167, 175–8 Hadley, G., 45, 47, 80, 186 Hampel, R., 76, 97 Hartley, B., 39, 45 index Harwood, N., 46, 50–2, 115, 140, 175 Hedge, T., 130, 135–6 hedging expressions, 159 Hewings, M., 104 Hill, D., 122, 126, 127, 128 Hill, J., 144 Hinkelman, D., 76–7 Hockly, N., 89, 94–6 Holliday, A R., 45 homo sapiens digital, 98n4 Howatt, A P., 36 Hu, G., 43 Hughes, R., 123, 125, 140 humanistic language teaching (HLT), 13 Humphries, S., 43 Hyland, K., 129, 132, 133, 134, 135, 137, 139 i + see comprehensible input hypothesis i-i-i (illustration, induction, interaction) paradigm, 127 IATEFL (International Association of Teachers of English as a Foreign Language), 175 ICT (information and communications technologies), 76 ICT for Language Teachers, 77 identity, 10–11, 39 IELTS (International English Language Testing System), 133 inductive learning, 23 Inner Circle of English, 35, 36, 36f, 37, 38 input, 18–22 comprehensible input (i + 1), 18–22, 29 elaborative changes, 20–1 grammar, 155 intake, 19 linguistic simplification, 18–20, 69 and materials, 21–2 modifications, 19 negotiation of meaning, 20, 21 to release language, 22 input hypothesis, 18 input response tasks, 179 instrumental motivation, 10 intake, 19, 23, 155 intake response activities, 178–9 integrative motivation, 10 Interaction Hypothesis, 20, 22, 25 interactive approach, 20, 23, 25, 42–3, 81 listening, 111 reading, 103–4 speaking, 137 Interactive Technologies in Language Teaching (ITILT), 94 interactive whiteboards (IWB), 92 intercultural awareness, 40 intercultural competence, 40 International English, 37 index 213 international target culture materials, 40 intrinsic interest, 11, 16, 54, 144 intrinsic motivation, 10, 11 intrinsic value of the activity, 11, 13–14, 54 Islam, C., 68, 69 ITILT (Interactive Technologies in Language Teaching), 94 IWB (interactive whiteboards), 92 Jin, L., 40 Johns, T., 80 Johnson, K et al., 71–2, 176, 177, 178 Johnstone Young, T., 38, 54–5 Jolly, D., 181–2 Jones, C., 127 Jones, V., 116, 126 Kachru, B., 35, 36f, 37, 41 Kay, H., 132, 138–9 Kay, S., 116, 126 Keane, F., 114 Kiddle, T., 79, 90, 91–4 Kim, M., 176 Kramsch, C., 100 Krashen, S., 12, 18, 108 Krathwohl, D A., 15f, 16f, 17f Kumaravadivelu, B., 14 Kuo, I-C., 124, 127 Kuo, I V., 127 L1 (English as first language) defined, 35 L1 use, 53, 128, 129 L1–L2 skills transfer, 102–3 L2 (English as a second language) defined, 35 L2 identity, 10–11 Lambert, W., 10 language ego, 11 Language Learning & Technology, 75, 90, 94, 96, 97n1 language resources, 130 language skills, 99–100 defined, 99 integration, 99, 108, 119, 121, 133, 135 see also listening skills; reading skills; speaking skills; writing skills Larsen-Freeman, D., 19 Latham-Koenig, C., 19, 100, 101f, 113, 116 Laufer, B., 146 Lazar, G., 15 Learned, J E et al., 103 learners abilities, 157 age, 157 as classroom resource, as evaluators of materials, 65 expectations, 157 level, 157 views on coursebooks, 4, 47, 51 learning styles, 105 Leow, R., 18, 19 level of learners, 157 Levelt, W J M., 122 lexical phrases, 142, 143, 144 lexis, 82, 126, 155 Li, D., 43 Lightbown, P., 157 listening skills, 110–15 bottom-up micro skills, 111–12, 118 comprehension, 114, 118–19 extensive listening, 115 interactive model, 111 materials design, 117–19 motivation for, 113 process approach, 111–13, 120 product approach, 111, 114–15 Siegel (2014), 117–19 strategy training, 112–13 tasks for speaking, 127 top-down skills, 111, 113 literacy, 95, 157; see also digital literacy Littlejohn, A P., 57, 74 Littlewood, W., 43–4 localisation, 40, 49, 69, 93 Lockhart, R S., 14, 147 Long, M., 9, 19, 20, 22, 90, 108 Long, M H., 19 Lozanov, G., 13 m-learning, 88 MacAndrew, R., 13 McCarten, J., 51, 142, 143, 148, 151–2, 158 McCarthy, M et al., 51, 123, 124, 126, 127 McGrath, I., 1, 4, 6, 27, 40, 43, 51, 55, 57, 58, 59, 60, 61, 63, 64, 65, 66, 68, 69–70, 74n1, 135 Maley, A., 72–3, 102, 108, 175 MALL (mobile-assisted language learning), 88 Mares, C., 51, 68, 69, 168, 176 Mariani, L., 29 Martin, J R., 132 Martinez, R., 13 Masuhara, H et al., 14, 65, 67–9, 70, 103 materials defined, 2–3 exposure to language, principled use, psychological need, 5–6 and resources, stimulus for other activities, 6, 133 as teacher education, use, 3–6, 48, 51, 52 vehicles of information, see also materials as processes/tasks; materials as product/content 214 materials adaptation, 67–71 ad hoc adaptation, 67–8 content, 70 coping strategies, 72–3 language, 70 level, 70 principled adaptation, 68, 70 process, 70 reasons for adaptation, 68–9 scope, 68 materials as processes/tasks digital tools, 88–9 web tools, 79, 83, 84–5 materials as product/content, 79–83 corpora and DDL, 80–3, 90 static/dynamic dimension, 79–80, 80f materials creative process, 172–8 Prowse (2011), 173–4, 182 Richards (1995), 172 St Louis et al (2010), 172, 174 Stoller and Robinson (2014), 173 materials design, 163–82 activities, 178–9 creative process, 172–8, 182 digital media, 90, 91f easy abandonment capacity, 176–7 international writing forums, 174–5 intuitive process, 175, 176 for listening, 117–19 principled frameworks, 175, 176, 177–9, 181–2 production sequence, 164–72, 181 recursive process, 164, 168, 175 repertoires, 177 revising and updating, 174 task-based learning, 179–81 Tomlinson (2013c), 178–9 visualisation of context of use, 176 Willis (1996), 179–81 materials development, 1, 6–7, 31 defined, mediated materials, 1, 163 teacher education, 6, 185–6 unmediated materials, 1, 125, 163 see also materials design; principled materials development materials evaluation, 56–67 analysis, 57–8, 74 aspects of materials, 58, 60 authenticity, 57 context analysis, 59 evaluators, 64–6 framework, 74 Johnson et al (2008), 71–2 by learners, 65 Maley (2011), 72–3 micro-evaluation, 58 post-use evaluation, 59, 60–1, 65 index pre-use evaluation, 59, 65 by publishers, 65–6, 169–70 systematic principled evaluation, 56–8, 62 by teachers, 56, 57, 65, 66, 67f, 71–3, 168–9 training, 66, 72 whilst-use evaluation, 59–60, 65 materials evaluation criteria, 61, 66, 67 CATALYST framework, 61–2 categories, 62 face validity, 13–14 generating criteria, 61–3 grammar, 152, 160 operationalising criteria, 63–4 pedagogical validity, 62, 63 process and content validity, 63 psychological validity, 62, 63 vocabulary, 151–2 writing, 136–7 materials production sequence idealised sequence, 164 statement of beliefs, 164 needs analysis, 165, 172 aims and objectives, 165–6 syllabus, 165–6 drafting, 51, 167 piloting, 167–71 compromise, 170–1 reviewing, 168 writing process, 172–5, 181 production, 171–2 meaningful, purposeful interaction, 25 mediated materials, 1, 163 memory see remembering Meskill, C., 75 metacognitive strategies, 103, 113, 118, 120 Michigan Corpus of Academic Spoken English (MICASE), 82 mind maps, 85, 86f Mishan, F., 19, 42, 43, 69, 80f, 84 mobile-assisted language learning (MALL), 88 mobile phones, 88–9, 93, 95 Modirkhameneh, S., 43 Mol, H., 50 monitoring expressions, 158–9 Moor, P., 27, 28f, 116 motivation, 10–11, 16, 29, 30–1 affective factors, 11 extrinsic motivation, 10 instrumental motivation, 10 integrative motivation, 10 intrinsic motivation, 10, 11 for listening, 113 for reading, 108 Mukundan, J., 74, 170 multiple intelligences, 13 Murray, L., 97 Myskow, G., 131, 132 index 215 Nation, P., 123, 147, 148, 161–2 native English speakers (NESs), 35, 37, 142 native speaker English, 129 native speaker norms, 35, 36, 38 Nault, D., 39 needs analysis, 5–6, 125, 152, 165, 172 negotiation of meaning, 20, 21 neuro-linguistic programming (NLP), 13 NNES teachers, 42, 54–5 No Child Left Behind Act of 2001, 108 non-native English speakers (NNESs), 35, 37 norms genre knowledge, 122, 131 native speaker norms, 35, 36, 38 pragmatic norms, 42, 46 of technology, 77–8, 88 Norton, J., 124, 127 noticing, 19, 23–4, 31, 81, 127, 155, 161 O’Dell, F., 143, 144, 147 O’Keeffe, A et al., 123 One Laptop per Child (OLPC), 77, 95 orthographical features, 88 Outer Circle of English, 35, 36f, 37 output, 22, 60, 128–9, 155, 156 Oxenden, C., 19, 100, 101f, 113, 116 Oxford, R., 13 Papathanasiou, E., 146 paralinguistic features, 87, 88 Paran, A., 111 PARSNIP, 169–70, 171 Peacock, M., 11 pedagogical validity, 62, 63 pedagogy communicative pedagogy, 23, 25, 42 critical pedagogy, 41 and culture, 42–3, 46 and ELT materials, 41–4, 110, 118 genre pedagogy, 139 language pedagogy, 9, 10, 23, 31, 84, 88, 92, 103, 110, 111, 185 pedagogical mismatch, 42–4 see also communicative language teaching; task-based language teaching Perkins, D., 167, 175, 176, 177, 178 personalisation, 42, 62, 148 Pit Corder, S., 10, 18 Prabhu, N., 73 pragmatic norms, 42, 46 pragmatics, 46 Prensky, M., 77, 98n4 present, practise, produce (PPP), 24, 126–7, 129, 153, 154–5 prestige varieties, 37, 38 Prezi, 85, 86f Prince, P., 146 principled materials development, 1–2, 5, 9–10 affect, 12–14 cognitive challenge, 14–18, 17f motivation, 10–11 Tomlinson (2011a), 26–7 process approach in coursebooks, 112, 113 listening, 111–13, 120 reading, 103, 104 speaking, 122–3, 126, 129 writing, 131–2 process materials, 79, 83, 84–5, 88–9 process validity, 63 Prodromou, L., 42, 43 product-oriented approach listening skills, 111, 114–15 reading, 103 speaking, 123, 126, 129, 137 writing skills, 131 pronunciation, 38 Prowse, P., 24, 51, 102, 108, 166, 167–8, 169, 171, 173–4, 176, 178, 182 psycholinguistics, 122 psychological validity, 62, 63 publishers as evaluators of materials, 65–6, 169–70 Pulverness, A., 39, 46 purposefulness, 137 pushed output, 22, 60, 128–9 question types, 115–17, 116f Radia, P., 134 readiness activities, 178 reading skills, 100–10, 101f bottom up processes, 103 comprehension, 102, 105, 108, 115–17, 116f extensive reading (ER), 108, 109f Freeman (2014), 115–17, 116f interactive model, 103–4 L1–L2 transfer, 102–3 learning objectives, 100, 102, 102f motivation for, 108 process-oriented approach, 103, 104 product-oriented approach, 103 purposes, 109 skimming and scanning, 103 top down processes, 103, 104 realia, 2, 73, 148 ReCALL, 75, 94, 97, 97n2 recasting, 20, 43, 89, 154 Received Pronunciation (RP), 37 Redman, S., 144, 146, 151 Redston, C., 112, 113, 126 regional coursebooks, 48, 53 Reid, J., 130, 134 Reinders, H., 79, 97 remembering, 14, 15f, 16f, 17f, 104–5, 106f 216 Renandya, W.A., 113, 115 repetition for clarification, 123 oral repetition drills, 122 paraphrasing, 99, 111 task repetition, 128, 129 for young learners, 157 resources, 99–100 assessment of, defined, language resources, 130 media, 99–100 pedagogic resources, 118 and skills, 100 see also coursebooks; materials adaptation; technology response affective responses, 12, 18 for comprehension checking, 118 defined, 158 genre-led approach, 114 input response tasks, 179 intake response activities, 178–9 to materials, 6, 51, 167, 169 personal response questions, 116–17 and reactive teaching, 154 in social media, 87 total physical response, 94 Riazi, A M., 64 Richards, J., 6, 172 Robinson, M., 167, 169, 173 RP (Received Pronunciation), 37 Rubdy, R., 62–3 Ryan, R M., 10 SACODEYL (System Aided Compilation and Open Distribution of European Youth Language), 82 safety (confidence), 137 St Louis, R et al., 164, 165, 172, 174 Samadi, M., 43 Samuda, V., 175 Saraceni, C., 68 scaffolding tasks, 118, 133–4 Scarborough, D., 114 schemata, 103, 104, 113 Schmidt, R., 11, 23, 31, 154 Schmitt, D., 147 Schmitt, N., 142, 147 second language acquisition see SLA research self-awareness, 13 self-confidence, 11, 13, 137 self-determination, 10 self-esteem, 11, 13 self-monitoring, 122 Seneca, 110 Shao-Wen Su, S-W., 135 Shawer, S et al., 47 index Sheen, R., 154, 161, 162 Sheldon, L., 47 Shimada, K., 43 Shin, D., 123 Shirky, C., 97 Shmueli, K., 146 Sidaway (2006), 135 Siegel, J., 117–19 Sifakis, N., 38 simple vs simplified texts, 20 simplification, 18–20, 69 Singapore Wala, D., 47, 168, 169, 172 SLA research, 9, 10, 19, 20, 22, 23, 24–5, 30, 31, 154, 161 Tomlinson (2011a), 26–7 Soars, J., 23, 33, 34f, 112, 114–15, 116 Soars, L., 23, 33, 34f, 112, 114–15, 116 social constructivism, 84, 85, 87 social justice, 95 social media, 86–8, 88f Sokmen, A., 147, 148 Sougari, A-M., 38 source culture materials, 40 Southeast Asia: coursebooks, 48, 49, 52–4 Spada, N., 157 speaking skills, 121–9, 139 accuracy, 122, 128 activities criteria, 137–8, 140 articulation, 122 automation, 122 conceptualisation, 122 conversation strategies, 123, 124 corpus research, 122, 123, 129 coursebook evaluations, 123–4 discourse types, 125 evaluations of methodology, 126–7 fluency, 122, 128 formulation, 122 grammar, 124, 126 intensive oral practice, 122 itemised syllabus, 124–5, 129 process or product?, 122–3, 126, 129, 137 self-monitoring, 122 syllabus development framework, 125–6 syllabuses, 121, 123–6 task-based proposals, 127–8 teaching methodology, 126–9 text-based proposals, 127 speech acts, 46, 123 speech: connected speech, 110–11 Spiro, J., 31, 41 stakeholders, 46–7, 55n2, 65–6, 95, 167, 168–71, 176 stance, 159 Stapleton, P., 134 stimulus materials, 6, 133 Stokes, A., 77 Stoller, F., 167, 169, 173 index 217 Stranks, J., 115, 152, 160 strategies conversation strategies, 123, 124 defined, 99 listening skills, 112–13 metacognitive strategies, 103, 113, 118, 120 vocabulary, 147–8 Strategies (Longman series), 45 Streamline English, 39, 45 student talk, 4, 60, 129 Suggestopedia, 13 supportive expressions, 87 Swain, M., 22, 128–9 Swales, J., 51, 132, 170, 174 Swan, M., 152, 153–4, 156, 166 Sybing, R., 39 syllabus, 24, 45 constraints, 68 exam syllabuses, 66 grammar, 152–3, 166 in materials design, 165–6 speaking, 121, 123–6, 129 task-based, 24, 166 text-based, 24, 127, 166 vocabulary syllabuses, 141, 143 writing, 135–6 System Aided Compilation and Open Distribution of European Youth Language (SACODEYL), 82 target culture materials, 40 target language (TL), 6, 13, 19, 29, 45, 123 target language culture (TLC), 6, 13, 29, 39 task-based language teaching (TBLT), 22, 41, 42, 127–8, 129 cognitive complexity, 128 framework, 179–81 pre-task planning, 128 repetition, 128 task type, 128 and technology, 84, 85–6, 89, 90, 97 task-based learning, 179–81 task-based syllabuses, 24, 166 Tasseron, M., 43 teacher development, 63 teacher education, 6, 185–6 teacher modelling, 118 teacher talk, 4, teachers as classroom resource, 3, as evaluators of materials, 56, 57, 65, 66, 67f, 71–3, 168–9 inexperienced teachers, 4, intrinsic interest, 11 NNES teachers, 42, 54–5 scaffolding, 118, 133–4 as systematic opportunists, 124–5 views on coursebooks, 46–7, 50–2 views on English varieties, 38 see also materials adaptation teachers’ guides, 50 teaching methodologies, 9–10, 31; see also pedagogy technological ecology, 76 technology, 75–98 context: normalisation, 77–8 coursebooks, 78 digital immigrants, 77, 78 digital literacy, 77–8, 97, 130 digital natives, 21, 77, 78, 94 digital tools, 79, 88–9, 91–2 Hockly (2014), 94–6 homo sapiens digital, 98n4 infusion, 92 institution-led projects, 95 integration, 92 Kiddle (2013), 90, 91–4 in low-resource ELT contexts, 94–6 materials as processes/tasks, 84–9 materials as product/content, 79–83, 90 materials design parameters, 90, 91f national projects, 95 reconceptualising materials, 79–89, 89f research, 75, 78 social media, 86–8, 88f stages of adoption, 92 student-created materials, 92 terminology, 76–7 transformation, 92 tripartite synergy, 84, 84f Web 2.0, 79, 84, 89, 92, 97 Web 3.0, 90, 93–4 web tools, 79, 83, 84–5 and writing, 134–5 text-based syllabuses, 24, 127, 166 text collection, 178 text modification, 19, 29 text selection, 178 texting, 88–9 Thaine, C., 104 think-aloud protocols, 175, 178 Thomas, M., 97 Thornbury, S., 3–4, 5, 137–8, 155, 156 three circles of English, 35, 36f Timmis, I., 1–2, 38, 40, 80–1, 123, 124–5, 127, 144, 152, 154, 157, 163, 164, 166, 168, 169, 170–1 Tin, T B., 50 TL see target language TLC see target language culture Tomalin, B., 22 Tomlinson, B., 1, 2, 6, 9, 11, 12, 14, 15, 24, 25, 26–7, 31, 47, 52–4, 56, 57, 59–61, 62, 63–4, 72, 74, 90, 127, 160, 161, 164, 170, 177, 178–9, 181–2, 186 Tomlinson, B and Masuhara, H., 14, 67–9, 70 218 Tomlinson, B et al., 14, 65 top down skills/processes, 103, 104, 111, 113 total physical response (TPR), 94 Tran-Hoang-Thu, 49 transferable skills, 21–2 translation see grammar translation approach Tribble, C., 140 Tweesis, 98n6 Twitter, 89 unconscious learning, 23 understanding, 15f, 16f, 17f, 104–5, 106f University College Cork, 89, 98n6 unmediated materials, 1, 125, 163 Ur, P., 61 vague expressions, 159 validity face validity, 13–14 pedagogical validity, 62, 63 process and content validity, 63 psychological validity, 62, 63 variables contextual variables, learners, 24 teachers, 60 in text modification, 29 textbook characteristics, 51 see also motivation varieties of English, 37–8, 54–5; see also globalisation of English Viney, P., 39, 45 virtual learning environments (VLEs), 85, 92, 95 vocabulary, 141–52, 160–1 activities, 148–51 availability, 143 centres of interest, 144 collocations, 142, 143, 144 conversation, 158–9 corpora, 141 coverage, 143 depth of processing, 147 dictionary work, 146 frequency, 142–3 learnability, 143–4 learning strategies, 147–8 lexical phrases, 142, 143, 144 lists, 145–6 materials, 145–51, 161–2 materials evaluation criteria, 151–2 McCarten (2007), 158 ‘old-fashioned techniques’, 145–6, 161 opportunism, 144 index range, 143 recycling, 147–8 retention, 148 selection criteria, 142–4 semantic predictability, 144 semantic sets, 146 syllabuses, 141, 143 text-based vocabulary work, 148 thematic sets, 146 word knowledge, 144–5 Walkley, A., 105, 107f, 126 Walsh, S., 38, 54–5 Walter, C., 102–3 Wang, L-Y., 66 washback, 47, 49, 55n3 Waters, A., 152 Web 2.0, 79, 89, 92, 97 Web 3.0, 90, 93–4 web tools, 79, 83, 84–5 WebQuest, 85, 85f White, C., 79 White, G., 131, 132, 136 White, R., 143 whole-brain learning, 13, 14 Widdowson, H G., 36 Wilkins, D., 141 Williams, R., 100 Willis, D., 128, 157 Willis, J., 128, 179–81 writing skills, 129–37, 139–40 coherence, 130–1 cohesion, 131 creative writing, 136 genre, 131, 132, 138–9, 140 harnessing technology, 134–5 Kay and Dudley-Evans (1998), 138–9 language resources, 130 materials evaluation, 136–7 mechanical aspects, 130 organisational skills, 130–1 process approaches, 131–2 process knowledge, 131 product approaches, 131 scaffolding tasks, 133–4 stimulus materials, 133 syllabus, 135–6 Thornbury (2005), 137–8 Yano, Y et al., 19 Yu, L., 43 Zacharias, N T., 47 Zlatkovska, E., 85 ... of emotion, feeling mood or attitude which condition behaviour’ (Arnold and Brown 1999: 1) Nowadays, affect is given a high priority in the context of language learning, as well as in other spheres