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Towards integrating television materials into english teaching and learning at the national university of Rwanda: an exploratory case study of the second year english course

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par Pravda Mfurankunda
University of the Western Cape, Cape Town - Masters in Education 2005
  

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2.7. Principles of materials design

Tomlinson (1998:2) claims that people associate the term `language learning materials' with course books because that has been their main experience of using materials. In reality, the term refers to anything that is used by teachers or learners to facilitate the learning of a language. Regarding the concept of materials development, the latter has been equated with anything which is done by writers, teachers or learners to provide sources of language input and to exploit those sources in ways which maximise the likelihood of intake: in other words the supplying of information about and/or experience of the language in ways designed to promote language learning (Tomlinson, 1998: 2)

Tomlinson has been influential in the area of materials development in language teaching and scholars such as Richards pay tribute to him. Tomlinson (1998), cited in Richards (2001:263), lists sixteen characteristics of good language teaching materials some of which I refer to. For example, materials should expose the learners to language in authentic use, materials should provide learners with opportunities to use the target language for communicative purposes, materials should not rely too much on controlled practice, etc. Rowntree (1997), cited in Richards (2001:263) specifies other features pertaining to good materials. The latter, he states, should among other things, arouse learners' interest, encourage them to practise, help them to do better, etc.

There should be a set of criteria for acceptable materials to use in class. Willis (1996:70) provides us with some criteria that seem convincing to me. These can be referred to as for example: exploitability, topic, length/chunk-ability, linguistic complexity, and accessibility. She cautions her readers that the criteria above are inextricably intertwined. They are also applicable to materials sources such as texts and recordings that have already carefully been classified and labelled. Willis specifies that if any of the criteria presents a problem in a particular text it is still possible to design an initial task that makes it accessible to students (1996:70-71).

2.8. Conclusion.

This chapter dealt with issues surrounding the concept of `television' and its role in the area of English teaching and learning. A survey of types of television materials was made. This chapter also established the place of television and its importance in education in what has been referred to as `educational television'.

In addition, I have discussed an overview of the evolution of approaches to foreign language teaching. This chapter also dealt with the development of audiovisual materials in the language classroom and surveyed the use of television (or any other similar audiovisual material such as video recordings) in the language class. Here, two main language skills (i.e. speaking and listening skills) that are connected to the students' viewing experiences in the language class have attracted my attention.

Lastly, this chapter provided us with a model of language teaching, Content-based instruction, as the latter will help in the analysis of the content of English academic programmes. Some principles of materials development were also discussed.

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