Language acquisition is significantly enhanced by adhering to specific principles and procedures in materials development. Effective language learning involves engaging learners both affectively and cognitively, ensuring that the input they receive is rich, meaningful, and comprehensible.
FURTHER READING ONE: Principles and procedures of materials development.
Tomlinson offers a "compilation of learning principles and procedures" considered to contribute to successful language learning, based on the recommendations of teachers and SLA researchers.
The reading recommended here give us an idea of how this has been done by arguably the most active and influential materials development practitioner in the field, Brian Tomlinson.
The objective of the chapter was to establish SLA-based principles to underpin materials development.
Tomlinson’s "informative base" consists of six core principles for language acquisition.
6-Learners need opportunities to use language to try to achieve communicative purposes.
5-Language learners can benefit from noticing salient features of the input and from discovering how they are used.
4-L2 language learners can benefit from using those mental resources which they typically utilise when acquiring and using their L1.
3-Language learners who achieve positive affect are much more likely to achieve communicative competence than those who do not.
2-The learners need to be engaged both affectively and cognitively in the language experience.
1-A prerequisite for language acquisition is that the learners are exposed to a
rich, meaningful and comprehensible input of language in use.
He also mention, in a summarised way, that materials should:
8-Draw learners’ attention to linguistic features of the input.
16-Provide opportunities for outcome feedback.
7-Expose learners to language in authentic use.
15-Not rely too much on controlled practice.
6-Take into account that learners must be ready to acquire the points being taught.
14-Maximise learning potential by encouraging intellectual, aesthetic and emotional involvement.
5-Require and facilitate learner self-investment.
13-Permit a silent period at the beginning of instruction.
4-Be perceived by learners as relevant and useful.
12-Take into account that learners differ in affective attitudes.
3-Help learners to develop confidence.
11-Take into account that learners differ in learning styles.
2-Help learners feel at ease.
10-Take into account that the positive effects of instruction are usually delayed.
1-Achieve impact.
9- Provide the learners with opportunities to use the target language to achieve communicative purposes.
