Materials use is a critical yet poorly understood dynamic of language classrooms. This study examines ‘materials-in-action,’ meaning how materials shape classroom interaction and activity, in a beginning-level French-as-a-foreign-language classroom. The conceptual framework, ‘pedagogical ergonomics,’ similarly centers on materials-in-action, and more specifically on ‘intra-action.’ This re...

Ecological approaches to language learning and materials use represent educational settings as complex and dynamic systems by applying relational perspectives from the natural world in the classroom. For young bilingual Ojibwe learners, the natural world (i.e., local, rural, and reservation land) is a significant language learning resource unto itself. In the underrepresented context of Indigenous languag...

The rationale behind this special issue is to underscore the importance of studying instructional materials in context—that is, how materials and textbooks are used by teachers and learners. Research on teaching materials needs to reach beyond traditional ‘armchair ’ analyses and evaluations to appreciate the place of instructional materials in the wider social and education...

Abstract Even though there are a plethora of CALL materials available to EFL teachers nowadays, very limited attention has been directed toward the issue that most EFL teachers are merely the consumers of CALL materials. The main challenge is to equip EFL teachers with the required CALL materials development skills to enable them to be contributors to CALL materials development (Motteram, 2011). Accordingly, this...

摘要：本研究使用Coh-Metrix 3.0工具的易读度和易读度主成分模块共计11个指标的数据，对专业英语教材和测试中四组阅读文本的难度进行了比较和探讨。研究发现：四组文本在易读度和易读度主成分上的差异不尽一致，体现了文本难易度的复杂性本质。四组文本在弗莱士-金凯德年级水平上没有显著差异，但在弗莱士易读度和Coh-Metrix二语易读度上有显著差异；四组文本在句法简约性、词汇具体度和指称衔接等3个指标上具有显著差异，在叙事性、深度衔接、动词衔接...