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_ means matching materials with the learner’s needs, the teacher’s demands and administration’s purpose. To adapt materials, we have to consider five major factors:
Materials adaptation
Materials adaptation
What Factor
: _ is an adaptation procedure which involves supplementation of extra linguistic items and activities to make up for the inadequacy/ insufficiency of materials. _ of extra materials is necessary/applicable/appropriate when the following situations are faced:
Areas are not covered sufficiently.
Texts/pictures/tasks are not provided.
Texts/pictures/tasks are fewer than needed.
Tasks are limited in scope.
Tasks are of limited range.
Addition
Materials adaptation
What Factor
: _ is an adaptation procedure which involves removal of some of the linguistic items and activities which are found to be extra and unnecessary. So, _ is a process in which materials are taken out rather than added. Materials should be reduced through this when the following situations are faced:
Learners are clear about a language point.
Learners are competent in a skill.
There are too many tasks on a particular area/point.
The item/area concerned is not a priority.
The item/task is not well designed.
The item/task is not well-suited to its aim(s).
The topic is not appropriate for learners.
Deletion/omission
materials adaptation
what Factor
: _ means changes in different aspects of materials, such as linguistic level, exercises, assessment system and so on. _ of materials is applicable/ appropriate in the following situations:
Texts are of inappropriate length.
Materials are inappropriate to the aim.
Materials are inappropriate to the learners’ age/ experience.
Materials are unclear, confusing or misleading.
Tasks are badly designed.
Modification/changing
materials adaptation
what Factor
_: This procedure is employed to make materials less complicated or easier to understand. If the language teaching material is found to be difficult or mechanical for the target learner, it (material) can be made suitable for the learner through the process of _.
Simplification
materials adaptation
what Factor
: _ is a procedure of materials adaptation through which different parts of a course book are arranged in a different order or sequence. Rearrangement of materials helps to make them comparatively more interesting and appropriate for the learner as well as the teacher. Learners may reorder materials by:
Matching their aims.
Using a practice task for lead-in and elicitation.
Revising an area earlier than the course book does.
Comparing and contrast areas.
Providing thematic unity.
Providing an appropriate follow-up.
Rearrangement/re-ordering
Approaches in Adapting materials
A _ to Materials adaptation, is still left to the teachers’ hands, and it is largely based on their experience.
In _, students put all of their focus on the teacher. teachers talk, and the students exclusively listen. A typical Presentation – Practice – Production (PPP) lesson tends to be teacher-centered, as the teacher leads the activity and provides necessary information.
A _ to adaptation does not eliminate the teacher. A _ environment facilitates a more collaborative way for students to learn.
teacher-centered approach
Teacher-Centered Instruction
learner-centered approach
List of key features in materials adaptation
_
1. There are very few truly learner-centered, language teaching and learning materials
2. The materials should put learners at the center of the learning process and make them input providers
3. Teachers should be facilitators and coordinators
4. Materials adaptation, should be shared between - materials developers - teachers and - learners.
_
Materials should be flexible
-should provide choice
-should enable learners to develop a variety of skills and learning styles
-encourage them to experience a wide range of tasks and approaches
-they also become more independent learners.
-Learners themselves become more flexible learners
-Learners can be encouraged to experience them all
_
Aesthetic Experience originated from (the theory of Aesthetic Response by Rosenblatt (1995) refers to the process of reacting spontaneously when reading literary texts (typically represents the immediate response to language and literature) involves interaction between readers, language and texts. Literature and Aesthetic Experience part of a subjective process is created every time the text is read or written
_
To draw a link between the adaptation process and reading open-ended materials, have the potential to become relevant to the learners when they fill those gaps with their ideas, interpretations and discussions. It is only at this level that materials become relevant and potentially more effective for learning development.
_
Materials should be based on universally appealing topics, culturally provoking, culturally specific but, at the same time, they are present in all cultures. A rich source of this type of topics comes from Literature, life experiences, feelings, relationships.
_ of topics enables learners to focus and gain a better understanding of cultural differences and commonalities (Jiang, 2000).
_
In order to expose the learners to realistic input, Materials should be based on authentic texts.
In order to draw the learners’ attention to certain linguistic features with activities based on texts selected from authentic sources a combination of authentic and non-authentic tasks.
_
In order to make learning more engaging and perhaps also more humanistic
Materials should include topics and activities that can potentially provoke a reaction,
Provide an aesthetic experience, whether it be positive or negative, that is personal and subjective.
_
The adaptation process is considered at two levels: adapting materials with the purpose of making them effective and relevant to a specific classroom; adapting materials with the purpose of changing their objectives, in order to reduce the distance between research and classroom practice. Developing critical awareness of learning and teaching is the main aim of adapting and evaluating courses; learners can become, the main input providers, the teacher’s role is simply that of facilitator, coordinator and monitor.
Learner-centeredness and critical awareness development
Flexibility and choices
Open-endedness and aesthetic experience
Relevance
Universality
Authentic and non-authentic input
Provocative topics and tasks
Conclusions