Jeline GuillermoJeline GuillermoResearcherResearcher

Bryan BacordioBryan BacordioComputer In ChargeComputer In ChargeRomel RubianesRomel Rubianes

RepertoireRepertoire

MATERIALS USED IN MATERIALS USED IN ENGLISH FOR ENGLISH FOR

SPECIAL PURPOSES SPECIAL PURPOSES (ESP)(ESP)

What is What is MATERIMATERI

AL?AL?

Materials can be Materials can be anything in linguistic, anything in linguistic, visual, auditory and visual, auditory and kinaesthetic forms kinaesthetic forms that are used to that are used to

facilitate the facilitate the teaching and learning teaching and learning process. (Tomlinsom, process. (Tomlinsom,

1998)1998)

Forms of Materials

LinguisticLinguistic

AuditoryAuditoryVisual Visual

KinaestheticKinaesthetic

Types of Materials

According to Harsono (2007) materials can also

be:

• Experiential

• Elicitative

• Instructional

• Exploratory

Roles of Materials

• Stimulation and

Motivation• Source of language

• Learning support

• For reference and

enrichment

• Revision

Main Categories of Materials

•Teacher-Generated

Materials•Learner-Generated

Materials•Authentic Materials

Teacher-Generated Materials (TGM)

• Materials specifically generated for teachers that teach ESP.

• Factors that need to be taken into 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 the course

• Carrier ContentAspects that is used to assist

the real contentExample:

English for Banking

TGM: Providing Variety

• Variety in micro-skillsFocus on more than one macro skills

(e.g writing, speaking, reading, listening)

• Variety in types of activitiesUsing visuals and thinking based

activities (e.g diagrams, flowcharts)• Variety in interaction

Changes from teacher input to individual work to pair work to class discussion

TGM: Grading Exercises

• Grading basically helps provide learners with tasks at different levels of difficulty.

• One way to achieve this is by setting tasks in three levels. (e.g unsupported, partially unsupported, fully supported)

TGM: Presenting the Material

Learner-Generated Material (LGM)

• Materials specifically generated by learners for

their own learning experiences.

Examples:- Framework materials- Activities that are devised by learners

LGM: Framework Materials

• Remove the difficulty to balance the levels and appropriateness of carrier and real content

• Set a context or a framework• Learners fit their own carrier

content and their existing language competence

Example of Framework Materials

Relocation of head office to a new site

London MidlandsPrestigious Space to expandClose to Heathrow Airport

Some loss of personnel

Traffic Congestion

More flexible layout

More expensive Good road and air communicationShort-term relocation

PRODUCTION PROCESS

Advantages Disadvantages

LGM: Activities Devised by Learners

• Text comprehensionA pair of learners prepare some

comprehension questions (as well as the answers) and exchange them with another pair. Each pair will answer the other pair’s set of questions.

• Note taking/Information transferLearners themselves can think of some

creative activities to transfer information for their peers (and their teachers)

• Vocabulary DevelopmentLearners can generate their own

sets or word partnerships

Material Selection

• Carefully selected so that it will be appropriate to the subject

• Make sure do not go out of the intended topic

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

• Select or design materials/task that will simulate the students’ real situation as closely as possible

• Leave room for flexibility

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

•Will the materials be useful to the students?•Do they stimulate students’ curiosity?•Are the materials relevant to the students 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

something concrete• Publishers, commercial companies• Bookstores, conferences, colleagues,

friends, web pages• Teachers will know what materials

are available and what materials are appropriate for various purposes

• Be creative

II. Tailor-made •More precisely geared to the needs of the students•Collecting the materials when the teachers go abroad to English speaking country•Browsing the internet for ideas•TVs and radios (current information)•Printed materials•Provide the teachers with the opportunity to decide on the vocabulary, functions and structures combination that will be most relevant

Sources of Materials

Teachers can rely on some important considerations (Haycraft, 1987):

•Length of the course•The target audience of the course•The appropriate structural grading: students should be taught what they need to know “in the right order with the right opportunities.”•The vocabulary should be useful and in current use.•The appropriate idiomatic English.•The materials should be “visually alive” and “well presented.”

Thank You For

Listening!