Content introduction chapter I why are the elt materials and procedure the way they are?
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Conclusion
We have worked on the real meaning and real concept of materials for the learners of B2 level. We have conducted some research on the view points of the scholars who contributed the share to the development of the effective material making for the language learners. To conclude the course work with some main points, we may include the following: - We have worked on the real meaning and real concept of materials for the learners of B2 level. There is an understanding of the limitations that material developers are working within (particularly those who are employed by commercial publishers), but there is also a sense of dissatisfaction regarding the fact that the materials that are currently being developed do not frequently correspond to what is required and desired by the students who will be using them. The fact that the resources now available do not match what we know to be effective in terms of facilitating language acquisition and growth based on research in second language acquisition and classroom observation is another source of disappointment. This dissatisfaction was voiced in Tomlinson et al. Masuhara et al. and more recently in Tomlinson as well as in Tomlinson and Masuhara.[17 ] All of these publications are aware of the economic compulsion (as well as the myriad of other motivations) that have pushed publishers to clone previously best-selling coursebooks rather than take a risk on investment in innovations with a higher level of principle. All of these papers have brought to light the pervasive prevalence of activity types for which there is no empirical (or even anecdotal) confirmation of their efficacy in facilitating successful and long-lasting acquisition of the target language. We have a number of particular reservations regarding the following topics: The predominant focus on conscious learning of language items (especially grammar items) in most current materials. The one-dimensional nature of many of the processes learners are asked to engage in. l The tendency to underestimate the learner both in terms of the topic content and of the task. The insignificance and monotony of the subject matter found in many commercial goods. The fact that many of these items do not have the capacity to evoke an emotional response from the reader. There is a lack of flexibility in many of the materials, both in terms of the potential for adaptation, localization, and personalization, as well as the provision of choice for the learner and the teacher. Additionally, there is a mismatch between many of the materials and what research on second language acquisition and classroom observation has revealed about the processes of language learning and teaching. The disparity between many of the materials and the knowledge that instructors already possess regarding how to best facilitate language learning in the classroom. However, the majority of the people who contributed to this volume are still fairly optimistic about the future of materials development for language learning, and they believe that we can help language learners more by developing materials that: have the potential for affective engagement; engage the learners in multidimensional processes that match what we are finding out about mental representation and durable learning; relate to the interests and enthusiasms of the learners; have the potential for affective engagement; engage the learners in multidimensional processes that match what we are finding out REFERENCEES Brown, G. and G. Yule (1983a): Teaching the Spoken Language. Cambridge: Cambridge University Press. Barker, D. (2011), ‘The role of unstructured learner interaction in the study of a foreign language’, in S. 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