University of the West of England

MODULE SPECIFICATION

(Revised October 2005)

Code: UPNQD7-30-M Title: Materials Evaluation and Design Version: 1

Level: M UWE credit rating: 30 ECTS credit rating: 15

Module type: Standard

Owning Faculty: HLSS Field: Linguistics

Valid from: September 2006 Discontinued from:

Contributes towards: Awards up to MA

Pre-requisites: None

Co-requisites: None

Excluded combinations: None

Learning outcomes:

At the end of the module the successful student will be able to:

    • develop a critical understanding of the principles and issues asociated with the design and exploitation of language learning materials (Component A & B);

    • demonstarte a reflective awareness of the historical issues in the develoment of materials

    • construct a principled framework for evaluating and developing instructional materials (A & B);

    • evaluate and adapt existing materials especially in relation to these materials being learning or acquisition focussed(A & B);

    • design materials in an appriopriately principled way to support self-directed language learning (B);

    • demonstrate a crtitical awareness of the potential applications of student-generated materials (B);

    • understand and evaluate the role of instructional materials in supporting curriculum renewal (A & B);

    • adapt in a principled and critical way coursebook materials as appropriate to their teaching contexts (A & B);

    • relate, in an appropriately reflective and analytical way, materials design and evaluation to current ELT methodology/theory (e.g. A Lexical Approach; Corpus Linguistics; Post-Communicative pedagogy) (B);

Syllabus outline:

    • approaches and principles in the production of appropriate teaching and learning materials;

    • current issues in materials development (authenticity, censorship, acquisition versus learning, etc.):

    • the impact of the syllabus (structural, notional, communicative, task-based etc. on the development of materials;

    • the role of the textbook;

    • evaluation and adaptation of language teaching materials including published materials;

    • evaluation and adaptation of on-line materials;

    • the design of materials for specific purposes;

    • materials development from a historical perspective;

    • the design of self-directed materials;

    • the design of student-generated materials;

    • future trends in materialls development;

    • the role of materials in curriculum innovation and renewal.

Teaching and learning methods:

The syllabus is covered using lectures, practical demonstrations, tutor-led group discussions, seminars, individual tutorials, student-led presentations.

Reading Strategy

Essential reading: students will be expected to purchase the essential textbooks. If this is not possible, chapters or articles will be made available via the Digital Collections or through the UWE Library Services collection of electronic resources, or as printed study packs or through the library facilities at IKSUR. Material could be placed in the short loan collection for students completing their dissertation at UWE. Further reading: Suggestions for further reading will be supplied. Copies of journal articles will be available electronically as above. Students will receive appropriate skills development to ensure they are able to identify and locate relevant material.

Indicative Reading List:

The following list is offered to provide validation panels/accrediting bodies with an indication of the type and level of information students may be expected to consult. As such, its currency may wane during the life span of the module specification. However, as indicated above, CURRENT advice on readings will be available via other more frequently updated mechanisms.

    Allwright, R.L. (1981) What do we want teaching materials for? ELT Journal 36(1): 5-18.
    Alptekin, C. (1993) Target language culture in EFL materials. ELT Journal 47(2): 136-143.
    Apple, M.W. & Christian-Smith, L.K. (eds.) (1991) The politics of the textbook. London: Routledge,.

    Breen, M. (1987) Contemporary paradigms in syllabus design, Language Teaching, 20/1: 81-92 and 20/2: 157-174
    Byrd, P. (ed.) (1995) Material Writer's Guide. Boston: Heinle & Heinle.
    Campbell, C. & Kryszewska, H. (1992) Learner-Based Teaching. Oxford: Oxford University Press.
    Chambers, F. (1997) Seeking consensus in coursebook evaluation. ELT Journal 51(1): 29-35.
    Clarke, D.F. (1989) Communicative theory and its influence on materials production. Language Teaching 22(2): 73-86.
    Cunningsworth, A. (1984) Evaluating and Selecting EFL Materials. Oxford: Heinemann.
    Cunningsworth, A. (1995) Choosing Your Coursebook. Oxford: Heinemann.

    Hidalgo, A.C., D. Hall and G. M. Jacobs (eds.) (1995) Getting Started: Materials Writers on Materials Writing. Singapore: SEAMEO Regional Language Centre.

    McDonough, J. and C. Shaw (1993) Materials and Methods in ELT: A Teachers Guide. London: Blackwell.

    Nunan, D. (1992). Research methods in language learning. Cambridge: Cambridge University Press.

    Peacock, M. (1997). The effect of authentic materials on the motivation of EFL learners. English Language Teaching Journal, 51/2, 144-156.

    Sheldon, L.E. (1988) Evaluating ELT textbooks and materials. ELT Journal 42(4), 237-246.

    Tomlinson, B. (ed.) (1998) Materials Development for Langiuage Teaching.Cambridge: Cambridge University Press.

    Tomlinson, B. (ed.) (2003) Developing Materials for Language Teaching. London: Continuum.

    Willis, D. (1990) The Lexical Syllabus. London: Collins.

NB Other suggestions will be made to students in the module handbook (or equivalent) and as the course progresses.

Assessment

Weighting between components A and B (standard modules only) A: 25% B: 75 %

First Assessment Opportunity

Component A

1. a presentation (10 mins) and interview (20 mins)

based on the participant-generated materials in B. Element weighting 25%

Component B

Description of each element

    1. production and analysis of participant-generated

    materials (2000 words) Element weighting 40%

    2. 2000-word essay Element weighting 35%

Second Assessment Opportunity (further attempt at taught classes is/is not required)

Component A

1. a presentation (10 mins) and interview (20 mins)

based on the participant-generated materials in B. Element weighting 25%

Component B

Description of each element

    3. production and analysis of participant-generated

    materials (2000 words) Element weighting 40%

    4. 2000-word essay Element weighting 35%

SECOND (OR SUBSEQUENT) ATTEMPT: Attendance at taught classes is not required.

Specification confirmed by …Approved by VARSC Chair’s action………Date …24.04.06……………

(Associate Dean/Programme Director)

sgm

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