SLA Research and Materials Development for Language Learning is the only book available to focus on the interaction between second language acquisition theory and materials development for language learning. It consists of contributions written by experts in SLA, experts in materials development, researchers who have expertise in both fields, and introductions and conclusions by the editor. The book is organized into four major sections – position statements; materials driven by SLA theory; evaluations of materials in relation to SLA theory; and proposals for action – that offer a diverse range of perspectives while maintaining a cohesive and comprehensive overview on the subject. This book is ideal for post-graduate courses in applied linguistics and second language acquisition and for researchers interested in the relationship between SLA and materials development.
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viii | |
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| Preface |
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xiii | |
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xv | |
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PART I Position Statements |
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1 | (68) |
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1 Achieving a Match Between SLA Theory and Materials Development |
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3 | (20) |
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2 Brain Studies and Materials for Language Learning |
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23 | (10) |
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3 Applying SLA Principles to Whole-Class Activities |
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33 | (17) |
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4 No Place for Coursebooks in the Very Young Learner Classroom |
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50 | (19) |
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67 | (2) |
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PART II Materials Driven by SLA Theory |
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69 | (52) |
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5 A Case Study of Principled Materials in Action |
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71 | (16) |
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6 Research-Informed Materials for Teaching Pragmatics: The Case of Agreement and Disagreement in English |
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87 | (16) |
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7 From SLA Research on Interaction to TBLT Materials |
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103 | (18) |
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119 | (2) |
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PART III Evaluations of Materials in Relation to SLA Theory |
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121 | (80) |
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8 Vocabulary Learning Exercises: Evaluating a Selection of Exercises Commonly Featured in Language Learning Materials |
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123 | (16) |
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9 An Evaluation of Textbook Exercises on Collocations |
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139 | (14) |
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10 What Grammar Activities do ELT Workbooks Focus On? |
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153 | (13) |
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Mehrdad Yousefpoori-Naeim |
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11 Comprehensibility and Cognitive Challenge in Language Learning Materials |
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166 | (19) |
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12 What Aspects of Creativity Enhancement do ELT Textbooks Take into Account? |
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185 | (16) |
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198 | (3) |
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PART IV Proposals for Action |
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201 | (94) |
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13 Language Teaching Materials as Work Plans: An SLA Perspective |
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203 | (16) |
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14 Supporting Language Learning on the Move: An Evaluative Framework for Mobile Language Learning Resources |
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219 | (13) |
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15 Framing Vocational English Materials from a Social Semiotic Perspective: The Design and Use of Accounting English Materials |
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232 | (18) |
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16 Corpus-Based Materials Development for Teaching and Learning Pragmatic Routines |
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250 | (18) |
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17 Why One-Size-Fits-All Is Not Fit for Purpose: The Problem With Mass-Produced Teaching Materials, and How One Might Creatively and Sensitively Confront this Problem |
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268 | (12) |
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18 When It's Not What You Do, but the Way That You Do It: How Research into Second Language Acquisition Can Help Teachers to Make the Most of Their Classroom Materials |
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280 | (15) |
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293 | (2) |
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| Conclusion |
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295 | (2) |
| Index |
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297 | |
Brian Tomlinson is President of the Materials Development Association (MATSDA), a Visiting Professor at the University of Liverpool and a TESOL Professor at Anaheim University. He has over one hundred publications on materials development, language through literature, the teaching of reading, language awareness and teacher development.
