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Classification of language teaching material.

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Classification of language teaching material.

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Teaching materials are major elements in assisting teachers in achieving better teaching and students' desired learning results (Tonawanik & Donavanik, 2019).

Teaching materials are also a student service provided by the education unit. Individualized assistance is possible with instructional materials.

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Each type of material in L2 teaching serves specific purposes in supporting language acquisition, cultural understanding, and communicative competence.

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Authentic materials are texts created by native speakers for native speakers, not designed specifically for language learning. The authentic materials mean any text (printed or digital) or tape which was produced for a purpose other than teaching the target language (Gardner & Miller, 1999).

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AUTHENTIC MATERIALS FOR TEACHING ENGLISH

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Silent films, television commercials, quiz programs, cartoons, news snippets, comedy shows, plays, films, and soap operas; radio news, drama, and advertisements.

EFL teachers can utilize professionally audiotaped short tales and novels; pop, rock, country, folk, and children's music; home videos; and professionally recorded trip logs, documentaries, and sales pitches

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Slides, photographs, paintings, sketches, children's drawings, stick-figure drawings, wordless street signs, silhouettes, calendar pictures, pictures from travel, news, popular magazines, ink blots, postcard pictures, and wordless picture books.

Travel magazines; science, mathematics, and history books; short tales; novels; photographic books; lyrics to popular, rock, folk, and children's music; restaurant menus, street signs, cereal boxes, candy wrappers, tourist information pamphlets, and tourist guides; university catalogs.

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These materials are developed by teachers to suit the specific needs of their students.

They can be tailored to address particular language skills or themes and can be adapted based on the students' proficiency levels. Teacher-made materials are flexible and can include worksheets, quizzes, and interactive activities​.

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Teacher-created materials contain more suitable language and vocabulary for the student since they have been simplified or produced according to lexical and linguistic norms.

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Join a game of kahoot here. Kahoot! is a free game-based learning platform that makes it fun to learn - any subject, in any language, on any device, for all ages!

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For visual learners, for example, the teacher can produce PowerPoint presentations.

Podcasts or music can be beneficial to auditory

learners.

The same is true for the other learning types.

These items can be combined to enhance students' learning. More visual, tactile, and auditory elements are required for young learners.

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Materials created by students themselves, such as projects, presentations, and peer teaching activities.

This approach promotes active learning, collaboration, and a deeper understanding of content as students take ownership of their learning process. These materials can also provide insights into students' perspectives and creativity

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Nur Fitria, Tira. (2022). Using Authentic Material and Created Material (Teacher-Made) for English Language Teaching (ELT): Benefits and Limitations. JADEs Journal of Academia in English Education. 3. 117-140. 10.32505/jades.v3i2.4674.

Coppola, Brian & Pontrello, Jason. (2020). Student-Generated Instructional Materials. 10.1007/978-3-030-33600-4_24.

Damayanti, Desy & Fauzi, Adin & Inayati, Azizatul. (2018). LEARNING MATERIALS: THE “NUCLEUS” OF LANGUAGE TEACHING. Journal of English Education. 3. 1-8. 10.31327/jee.v3i1.417.

Tomlinson, B. (2012) Materials Development for Language Learning and Teaching. Language Teaching, 45 (2), 143-179.

East, M., & Tolosa, C. (2014). The stem revolution: What place for languages other than English? In Developing and Using Teaching Materials (pp. 65-74).

Springer.

Lansford, L. (2014, May 16). Authentic materials in the classroom: The advantages. Cambridge English.

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These are commercially produced resources like textbooks, workbooks, and software. Published materials are typically well-structured, comprehensive, and aligned with curriculum standards. They often include supplementary resources such as CDs, online platforms, and teacher guides​

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The publishing process of materials in UOC teaching module format

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Classification Based on Language Teaching Application

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Classification Based on Language Teaching Application

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According to Tomlinson (2012) he classifies the language teaching materials in terms of instructional purpose:

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Informing the learning about the target language.

Skill: Reading Comprehension.

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Designed to provide factual information, these materials include articles, reports, and infographics. They are useful for teaching reading comprehension, expanding vocabulary, and enhancing knowledge about specific topics​

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Guiding the learner in practicing the language.

Skill: Grammar and Language Structure.

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These materials focus on teaching specific language skills or grammar points. They include textbooks, instructional videos, and language apps. Instructional materials are structured to guide learners through new concepts step-by-step​.

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Providing the learner with experience of the language in use.

Skill: Speaking and Listening.

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Experiential materials involve learners in hands-on activities and real-life experiences. Role-plays, simulations, and field trips fall into this category. These materials help students apply language skills in practical contexts, promoting active engagement and retention

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Learn English | Role Play for Clothes Shopping | English Conversation Practice

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Encouraging the learner to use the language.

Skill: Speaking and Writing.

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Used to provoke language production, these materials include prompts, questions, and discussion topics. They are designed to encourage students to speak, write, and express their ideas, enhancing their communicative competence.

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Helping the learner to make discoveries about the language.

Skill: Critical Thinking and Independent Learning.

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These materials encourage investigation and discovery. They include problem-solving tasks, research projects, and interactive games. Exploratory materials help develop critical thinking and independent learning skills by challenging students to find solutions and explore new ideas​

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Springer. (2021). Student-generated instructional materials. In Developing and Using Teaching Materials. Springer.

Goldenberg, C., & Coleman, R. (2010). Promoting academic achievement among English language learners: A Guide to the research. Corwin.

National Research Council. (1997). Chapter 7: Choosing and using instructional resources. In Science Teaching Reconsidered: A Handbook. The National Academies Press.