English Language Learning Materials: A Critical Review
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This research collection presents a critical review of the materials used for learning English around the world. The first section includes a discussion of materials for specific learners and purposes, such as young learners, self-study, academic writing and general proficiency. The second section presents a detailed study of the materials used in Europe, Asia, North America, South America, Africa and Australia, and critically evaluates their effectiveness in the teaching of English to speakers of other languages. Taking both the teacher's and the learner's needs into consideration, the book makes a positive contribution to the future of research in materials development, and has practical applications.
This comprehensive, critical analysis of materials in use around the world will be useful for academics researching materials development and applied linguistics and for students on post-graduate applied linguistics and ELT courses.
Brian Tomlinson 1 2 3 4 5 6 7 Comments 1 1 To what extent do the materials help the learners to make use of the English-speaking environment outside the classroom? 3 3 6 6 6 7 7 It is not evident that any of the sample materials try to make use of the Englishspeaking environment outside the classroom though texts assume the outside world. Material 3 uses the Internet and talks about American usage of language but all the activities seem to be for classroom sessions 12 To what
common practice in general primary education, often UK based primary education. An example is the way in which many teachers first became aware of topicbased teaching through Stepping Stones (originally published by Collins in 1990). The use of stories can also be traced to general primary practice, and bringing cross-curricular topics into English lessons is another clear example. Tensions can arise where writers with a predominantly LI primary background are not sufficiently aware of the need
four lessons. The first section presents and practises vocabulary, preparing for the second section where the skill at hand is practised, revising skills from previous lessons. The third lesson highlights new skills, which are practised in Lesson 4. Each unit has internal thematic coherence and topic continuity: the topic is developed gradually throughout the unit. This is likely to sustain the students' interest and facilitate their concentration on important vocabulary and language. The books
in English, Level 2, Reading, p. 28) Lesson 2: Reading © Discuss these questions. ,„,.—- Are you married? Yes * 1 When did you get married? 2 Where did you get married? 3 Was it a big event? How many guests did you invite? 4 Did you get lots of presents' 0 YOU are going to read a newspaper article about marriage. Look at the headline, picture and topic sentences on the right. What will the main point of the article be? Tick (/) one. Q Many people are not getting married because it is too
encouraged to stop reading a book which does not interest them, and to choose another (particularly in a self-access context where learning should be regarded as enjoyable, not as a chore). I have always found this a successful way to limit negative responses to extensive reading in the target language 11 To what extent are the materials navigable in a selfaccess context? 4 Graded readers are easy to use, although sometimes the accompanying activities and audio components may need to be made