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Framework of Materials and Methods

This document discusses factors to consider when developing an English language teaching framework and syllabus. It identifies contextual factors related to learners, such as age, proficiency level, and motivation, as well as factors related to the teaching setting, such as resources, class size, and the socio-cultural environment. It also discusses different types of syllabus approaches, including grammatical, functional-notional, skills-based, and topic-based. The key idea is that an effective framework considers both the learners and teaching context, and organizes content into a coherent syllabus to guide teaching and learning.

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OLIVEROS, Reiner Joseph B.
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367 views

Framework of Materials and Methods

This document discusses factors to consider when developing an English language teaching framework and syllabus. It identifies contextual factors related to learners, such as age, proficiency level, and motivation, as well as factors related to the teaching setting, such as resources, class size, and the socio-cultural environment. It also discusses different types of syllabus approaches, including grammatical, functional-notional, skills-based, and topic-based. The key idea is that an effective framework considers both the learners and teaching context, and organizes content into a coherent syllabus to guide teaching and learning.

Uploaded by

OLIVEROS, Reiner Joseph B.
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Introduction: Setting the Scene

“…there could be around 2 billion people simultaneously learning English in the world’s school and
colleges and as independent adults. Nearly a third of the world population will all be trying to learn
English at the same time” (Graddol, 2006: 101)

 EFL – English as a Foreign Language


 ESL – English as Second Language
 EYL – English for Young Learners
 ESP – English for Specific Purposes
 EAP – English for Academic Purposes
 CLIL – Content and Language Integrated Learning

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“We shall argue that the idea of a ‘common core’ is also useful whether our materials and methods are
selected by us or specified by the educational authorities.”

2 kinds of factors
Firstly, various wide-ranging criteria – Secondly, pedagogic principles –
decisions about language teaching which materials and methods are
programmes are based. actually designed.

Framework

Context Syllabus

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The Framework: Context and Syllabus


Contextual factors: Learners

1. Age
2. Interest
3. Level of proficiency
4. Aptitude
5. Mother Tongue
6. Academic and Educational level
7. Attitude
8. Motivation
9. Reasons for Learning
10. Preferred learning styles
11. Personality

Contextual factors: Setting

1. The role of English in the country


2. The role of English in the school and its place in the curriculum
3. The Teachers
4. Management and Administration
5. Resources availability
6. Support personnel
7. The number of pupil
8. Time
9. Physical environment
10. The socio-cultural environment
11. Type of tests used
12. Procedures (if any) for monitoring the evaluation

Hedge (2000), covers similar points, classifying them into social, educational, pupil, and teacher
variables.

Nation and Macalister (2010), discuss these factors as environment analysis with three major elements:
learners, teachers and situation.

Whatever the source , it is the teacher who is in the 'frontline’ – attempting to promote and fulfil the
stated goals against the background of a complex network of interrelated factors.

“.. with large classes, low motivation, inadequate course books, poorly trained teachers, lack of
resources, heavy workloads, pressure of exams may still be realities in many teaching contexts” – Gaies
and Bower (1990: 176).

The Syllabus,
Can be seen for our purposes as the overall organizing principle for what is to be taught and learned. In
other words, it is a general statement as to the pedagogical arrangement of learning context.
Richard and Rodgers (2001)

APPROACH DESIGN PROCEDURE

Most general level, and refers Where the principles of the first Refers to techniques and the
to the views and beliefs – or level are converted into the more management of the classroom
theories – of language and practical aspect of syllabuses and itself.
language learning which instructional materials.
planning is based.

6 types of Syllabuses

1. Grammatical or Structural
2. Functional-notional
3. Situational
4. Skills-based
5. Topic-based
6. Task-based
2 explanatory points

1. Most syllabuses are based on a combination of two or more of the types we have illustrated.
2. To bear in the mind here is the need to distinguish between the syllabuses itself, and what we
might calls a ‘syllabus inventory’. The inventory is simply a list of the contents to be covered in
the language programme whether that is a list of functional or grammatical items, or of skills, or
of topics and programme. The ‘syllabus’ is the way in which that content is organized and
broken down into a set of teachable and learnable units, and will include consideration of
pacing, sequencing and grading of items, methods of presentations and practice and so on.

Reference:

https://books.google.com.ph/books?
id=npqQsgsfc8cC&printsec=frontcover&dq=Framework+of+materials+and+methods&hl=en&sa=X&redir
_esc=y#v=onepage&q=Framework%20of%20materials%20and%20methods&f=true

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