Brian Tomlinson

Materials development for language learning and teaching

This article reviews the literature on the relatively new field of materials development for language learning and teaching. It reports the origins and development of the field and then reviews the literature on the evaluation, adaptation, production and exploitation of learning materials. It also reviews the literature, first, on a number of controversial issues in the field, next, on electronic delivery of materials and, third, on research in materials development. It identifies gaps in the literature and makes proposals for future progress in materials development and in the research within the field. Much of the literature focuses on materials for learning English but the same principles apply to materials for learning any L2, as has been acknowledged by some of the authors whose publications focus on materials for learning other languages.

Pragmatic awareness activities

Abstract This paper advocates a language awareness approach which aims at helping learners of an L2 to develop awareness of how the target language is typically used to achieve communication. It starts by considering different interpretations of the objectives and procedures of language awareness lessons and then specifies the particular principles and objectives of the Pragmatic Awareness Approach. In doing so it stresses that pragmatic awareness can be achieved by exposing learners to language in use in such a way that they are guided to invest energy and attention in order to make discoveries for themselves. These discoveries can help learners when participating in planned discourse. They can also contribute to the learner readiness required for language acquisition by encouraging learners to note the gap between their use of the target language and that of proficient users. In addition, the discovery activities help learners to develop cognitive skills and to gain more independence as language learner...

The contributions of Vietnamese learners of English to ELT methodology

This article reports a survey of 300 intermediate-level EFL adult learners’ views about the instruction they receive and of 15 of their teachers at the National University of Vietnam in Ho Chi Minh City. Its main focus is on how learners can contribute to ELT methodology. The article reviews the literature on learner cultures and perceptions in language education and on the contributions that learners have made and could make to decisions about classroom methodology. It also reports the conduct and the results of the survey and uses this to discuss implications for L2 classrooms in Vietnam and elsewhere, and to suggest pedagogic interventions that could help to facilitate learner contributions and cater for learner needs and wants. The survey indicates that the teachers (as reported in other similar studies) were largely unaware of what their students felt and thought about the methodology of their courses, and that the learners would welcome changes to the culture of their classrooms.

Playing to Learn: A Review of Physical Games in Second Language Acquisition

This article focuses on the potential of competitive games involving physical movement to facilitate the acquisition of a second or foreign language and argues that such activities can promote educational development too. It first provides a critical overview of the literature on physical games in language learning. Then, it outlines our theoretical position and puts forward a flexible framework for the development of principled learning materials that are designed to make use of physical games in language lessons at all levels and for all ages. This framework is text driven, in that it treats the game as a text that provides the learners with a rich, engaging, and purposeful exposure to language in use. It is also task driven, in that it provides the learners with a physical outcome that can only be achieved through language use. This framework operates in ways designed to stimulate the multidimensional mental representation and the deep processing required for effective and durable learning. The framework is exemplified by reference to physical games we have played with language learners of different levels and ages in different cultures, and then the principles and potential benefits of these games are discussed. In our conclusion, we summarize the benefits of physical games for language learners and point out the potential benefits of physical games in all educational contexts.

Using simulations on materials development courses

In this article, the authors describe the advantages they have discovered of simulations over real-life tasks on materials development courses they have run together in different parts of the world. They outline the principles, objectives, and procedures of the types of simulations they have used and describe examples of simulations to illustrate their points. In particular, they stress the value of simulations in providing a rich but economical experience that the participants are helped to respond to through a simplification of the reference system. This provides focus and direction but challenges the participants to discover and develop ideas and solutions for themselves. In this way, simulations are able to aid the development of both theoretical understanding and practical skills and to contribute to the development of self-confidence and self-esteem.