Language Acquisition Theory and Context in Materials Development for Second Language Writing Courses

Abstract

Supplementary materials, whether created by English language instructors themselves or borrowed from other resources, play a significant role in teaching writing to English language learners. In both cases, the development and/or selection process involves certain stages that challenge materials developers at different levels and with varying intensities. Research on writing instruction and SLW has extensively discussed strategies and techniques for materials development, but the difficulties that materials developers face during this process have not been given due consideration. This brief report provides an overview of the challenges and issues faced by material developers in second language writing courses and looks at these processes through the lens of language acquisition theory that adapts teaching strategies to meet the socio-cultural needs of the students. First, the article discusses the phases and stages of materials development. Then it describes the challenges and issues faced in writing materials development and how they manifest themselves in every day teaching and learning. Finally, the report suggests how to develop effective and relevant writing materials as well as strategies to modify them according to student and course needs.