Materials use in English for Specific Purposes

8/10/2019 Materials use in English for Specific Purposes

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MATERIALS USED IN ENGLISH FOR

SPECIAL PURPOSES ESP)





Materials can be

anything in linguistic,visual, auditory and

kinaesthetic formsthat are used to

facilitate the teachingand learning process.(Tomlinsom, 1998)



Forms of Materials



Types of Materials

According to Harsono(2007) materials can also

be:



Roles of Materials



Main Categories o

Materials



Teacher-Generated Materials

TGM)

• Materials specificallygenerated for teachers thatteach ESP.

• Factors that need to be takeninto account:

• Matching carrier content to real

content

• Providing variety

• Grading exercises

• Presenting the material well



TGM: Matching Carrier Content to Real

Content

• Real Content

The main purpose of thecourse

• Carrier Content

Aspects that is used to assistthe real content

Example:

English for Banking



TGM: Providing Variety

• Variety in micro-skills

Focus on more than one macroskills (e.g writing, speaking,reading, listening)

• Variety in types of activities

Using visuals and thinking basedactivities (e.g diagrams,

flowcharts)• Variety in interaction

Changes from teacher input toindividual work to pair work toclass discussion



TGM: Grading Exercises

• Grading basically helpsprovide learners withtasks at different levels of

difficulty.• One way to achieve this is

by setting tasks in three

levels. (e.g unsupported,partially unsupported,fully supported)





OBJECTIVES STATED

(In this unit you will…)

(The purpose of this unit…)

CONTEXT AND TASK STATED(Your overall task is…)

(You are asked to…)

PREPARATORY EXERCISES

(Purpose = Orientation)

PROVISION OF INPUT

(Carrier content suitably presented)

SEQUENCED, GRADED ACTIVITIES TOGATHER KEY INFORMATION



ACTIVITIES TO FOCUS ONMACROSTRUCTURE ISSUES

APPLICATION OF INFORAMTIONGATHERED

ACTIVITIES TO FOCUS ONSTRUCTURES AND LEXIS

EXTENSION ACTIVITIES

ANSWER KEY AND TEAXHERS’NOTES



Learner-Generated

Material LGM)

• Materials specificallygenerated by learners for

their own learningexperiences.

Examples:

- Framework materials- Activities that aredevised by learners



LGM: Framework

Materials

• Remove the difficulty tobalance the levels andappropriateness of carrierand real content

• Set a context or a framework

• Learners fit their own carriercontent and their existinglanguage competence



Example of Framework

Materials

Relocation of head office to anew site

London MidlandsPrestigious Space to expand

Close to HeathrowAirport

Some loss ofpersonnel

TrafficCongestion

More flexiblelayout

More expensive Good road and aircommunication

Short-termrelocation

PRODUCTION PROCESS

Advantages Disadvantages



LGM: Activities Devised by Learners

• Text comprehensionA pair of learners prepare some

comprehension questions (as well asthe answers) and exchange them with

another pair. Each pair will answer theother pair’s set of questions.

• Note taking/Information transferLearners themselves can think of some

creative activities to transfer

information for their peers (and theirteachers)

• Vocabulary DevelopmentLearners can generate their own

sets or word partnerships



Material Selection

• Carefully selected so that it will beappropriate to the subject

• Make sure do not go out of the intendedtopic

• Teacher knows the level of the students’language knowledge and the target levelthey want to achieve (course objectives)

• Select or design materials/task that willsimulate the students’ real situation asclosely as possible

• Leave room for flexibility



Teacher should consider the followingquestions in selecting the materials(Lewis and Hill, 1993):

• Will the materials be useful tothe students?

• Do they stimulate students’ curiosity?

• Are the materials relevant to thestudents and their needs?

• Are they fun to do?• Will the students find the tasks

and activities worth doing?



Sources of Materials

I. Textbook-based

• Readily available

• Psychologically represents somethingconcrete• Publishers, commercial companies• Bookstores, conferences, colleagues,

friends, web pages

• Teachers will know what materials areavailable and what materials areappropriate for various purposes

• Be creative



II. Tailor-made

• More precisely geared to the needs of thestudents

• Collecting the materials when the teachersgo abroad to English speaking country• Browsing the internet for ideas• TVs and radios (current information)• Printed materials

• Provide the teachers with the opportunityto decide on the vocabulary, functions andstructures combination that will be mostrelevant



Sources of Materials

Teachers can rely on some importantconsiderations (Haycraft, 1987):

• Length of the course

• The target audience of the course• The appropriate structural grading:students should be taught what theyneed to know “in the right order with theright opportunities.”

• The vocabulary should be useful and in

current use.• The appropriate idiomatic English.• The materials should be “visually alive”

and “well presented.”



Materials use in English for Specific Purposes

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