Analog and digital didactic language materials
Angie Lorena Fonseca Suesca
Universidad Nacional Abierta y a Distancia – UNAD
Escuela de Ciencias de la Educación
Materials Design - 518016
Tutor: Diana Constanza Cruz
Grupo: 40
May. 2023
Objectives
❖ Explain the students’ understanding of the theory related with the selection, presentation and designed of writing, reading, listening and speaking materials.
❖ Present the different language materials that can be designed in order to improve specific language skills.
Reading skills
Importance of selection and presentation process
I consider there are three key aspects materials developers should base the selection and presentation process: topic and vocabulary selection, and frequency which it is presented. Based on the author's ideas, the selection of the topic for the reading task is crucial since it can affect the motivation, understanding, and interpretation students have when used the materials.
When selecting a topic, it is important for it to relate to the students' individual interests like expectation, background, and age. It should also consider the situational interests that relate to the type, relevance, and importance of the text. In addition to this, the topic connects with the student's language learning needs, real life context and circumstances, so they can have a better understanding, interpretation, and comprehension of the material.
Secondly, during vocabulary selection, it is critical to think about the linguistic factors around it like possible uses for communicative purposes, frequency, and difficulty. These factors would facilitate the learner's reading process and engagement with the materials.
Finally, after deciding which vocabulary is going to be presented through the reading materials, it is necessary to choose the frequency vocabulary that would be used in the section. Vocabulary should be used during and after the session. .
This means that the vocabulary selected must be used in various activities and through different techniques during the presentation of the material. As in future materials in order to provide opportunities to practice, better understanding and connection with other topics, and communication situations. .
This Photo by Unknown Author is licensed under CC BYSA
Listening Performances
Listening skills
Intensive Listening
It refers to the careful analysis of specific aspects or elements of the language. It can focus on sounds, words, grammar structures or meaning.
For instance, in a class, you select a short clip of an audio about the atomic bomb. Then, you ask your students to listen carefully and list some words that are repetitive in the clip and are unfamiliar to them.
After doing this, you play it again, but this time they have to focus on the right· Intensive listening refers to the careful analysis of specific aspects or elements of the language. It can focus on sounds, words, grammar structures or meaning.
Selective Listening
It allows learners to focus their attention on some specific information. They select which information is relevant to them. For example, as a part of the session, a teacher plays a podcast about global warming and ways to stop it. The students are asked to summarize the audio or to list the names and point of view of each scientist that participated in the interview.
.
Extensive Listening Interactive Listening
Interactive Listening
It is a two-way interaction between listeners and speakers. Learners are encouraged to listen and then respond to the message. It can be used in situations such as debate or conversation clubs. These are spaces where students get the chance to listen to others and express their point of view about a specific topic. .
It includes listening to a larger text, aiming to understand the general content of it. It is not focused on any questions, task or language aspects, it is done with the purpose of understanding the meaning of it. There are two possible ways to practice this kind of listening inside the classroom. First, allowing students to select an audiobook and second, listening to songs suggested by students.
Photo by Freepic
Responsive Listening Autonomous Listening
Responsive Listening is the kind of listening that is focused on the listeners' responses to what they heard. For example, during a session, a teacher might ask a student what he or she understood from an interview played during the session. Another example would be before starting the session the teacher might give some commands to the students such as: please, close the door, can you please turn on the light?
It allows learners to develop listening exercises independently. Listeners choose freely which topics, kind of listening, language aspects and purpose the listening is focused on. For instance, if a learner is interested in living abroad his self – motivation should move him to learn about traveling options or exchange programs. Another example can be, a student notices his difficulties when pronouncing certain words, so he decided to look for tips to improve.
Image by Lifestylememory on Freepik Image by Freepik
Image by luis_molinero on Freepik
Accuracy, fluency and complexity.
Based on the reading, Accuracy can be described as the correct use of language structures when producing a message. In other words, it measures the correct use of grammatical structures. Then, Fluency is the ability to access the language knowledge and particularities to express a message quickly and smoothly without making pauses that can interfere with the comprehension and accuracy of the message.
that can interfere with the comprehension and accuracy of the message. Finally, in simple words complexity is the level of the language structures and functions used when communicating.
Tamaris, suggests when facing situations where learners are not confident, the speakers’ teacher should create activities based on their language knowledge and that allow them to think about the proper and possible responses. The main goal of these activities is to improve students’ confidence and to promote fluency when using the language. This means correction should be subtle and if possible, it should be avoided.
Speaking skills
Writing skills
Authentic Materials when teavhing writing
The author clarifies the process of selection of materials should be focused on the age, context, learning needs, outcomes set, and so on. Considering these aspects allows language learners to use and improve their language skills, cultural knowledge, and real use of language in real life.
The authors emphasize that not all materials can be used with all kinds of learners and learners from different backgrounds. However, they suggest audio, visual, and printed material can be included in the development of writing activities since using an array of materials promotes motivation, critical thinking, cultural knowledge, and others.
Image by jcomp on Freepik
Worksheet – Asking for and giving directions
References
Bhanoo, S. N. (2015, December 11). Giving Directions? Start With a Landmark. The New York Times.
https://www.nytimes.com/2015/12/15/science/giving-directions-start-with-a-landmark.html
Cruz, D. (2020). OVI Designing Worksheets unit 2. [Video file].
https://repository.unad.edu.co/handle/10596/33646
Flat tourist. (n.d.). Image by Freepik. https://www.freepik.com/free-vector/flat-tourists-readyholiday_17053936.htm#query=tourist&position=2&from_view=search&track=robertav1_2_sidr ">Freepik
Mukundan, J., Zarifi, A., & Rezvani Kalajahi, S. (2016). Developing Reading Materials for Esl Learners. In M. Azarnoosh, M. Zeraatpishe, A. Faravani & H. Kargozari, Issues in Materials Development (4th ed., pp. 65-73). Rotterdam.
https://bibliotecavirtual.unad.edu.co/login?url=http://search.ebscohost.com/login.aspx?direct=t rue&db=nlebk&AN=1204864&lang=es&site=eds-live&scope=site&ebv=EB&ppid=pp_65
Mukundan, J., Zarifi, A., & Rezvani Kalajahi, S. (2016). Material for Teaching Writing. In M. Azarnoosh, M. Zeraatpishe, A. Faravani & H. Kargozari, Issues in Materials Development (4th ed., pp. 93108). Rotterdam.
https://bibliotecavirtual.unad.edu.co/login?url=http://search.ebscohost.com/login.aspx?direct=t rue&db=nlebk&AN=1204864&lang=es&site=eds-live&scope=site&ebv=EB&ppid=pp_93
Mukundan, J., Zarifi, A., & Rezvani Kalajahi, S. (2016). Some Guidelines For Developing Listening
Materials. In M. Azarnoosh, M. Zeraatpishe, A. Faravani & H. Kargozari, Issues in Materials Development (4th ed., pp. 75-81). Rotterdam.
https://bibliotecavirtual.unad.edu.co/login?url=http://search.ebscohost.com/login.aspx?direc
t=true&db=nlebk&AN=1204864&lang=es&site=edslive&scope=site&ebv=EB&ppid=pp_75
National Geographic. (2014, January 27). Not Afraid to Ask for Directions | Brain Games [Video]. YouTube. https://www.youtube.com/watch?v=5Ikl_1f-aYQ
Timmis, I. (2016). Materials to Develop Speaking Skill. In M. Azarnoosh, M. Zeraatpishe, A. Faravani & H. Kargozari, Issues in Materials Development (4th ed., pp. 83-92). Rotterdam.
https://bibliotecavirtual.unad.edu.co/login?url=http://search.ebscohost.com/login.aspx?direc
t=true&db=nlebk&AN=1204864&lang=es&site=edslive&scope=site&ebv=EB&ppid=pp_83
References
Travel, C. (n.d.). Recorre el Barrio La Candelaria - Colombia Travel
https://colombia.travel/es/bogota/recorre-el-barrio-la-candelaria
VOA Learning English. (2020, May 6). Lesson 6: Where Is the Gym? VOA.
https://learningenglish.voanews.com/a/lets-learn-english-lesson-6-where-is-thegym/3225958.html
