From syllabus design to curriculum design

From Syllabus Design to Curriculum DesignThe Quest for New Methods Changing Needs for Foreign Languages in Europe English for Specific Purposes Needs Analysis in ESP Communicative Langua

From Syllabus Design to Curriculum Design

Kelly 9710001M Dora 9710011M

From Syllabus Design to Curriculum Design

The Quest for New Methods

Changing Needs for Foreign Languages in Europe English for Specific Purposes

Needs Analysis in ESP

Communicative Language Teaching

Emergence of a Curriculum Approach in Language Teaching

The Quest for New Methods

World War II  immigrants, refugees and foreign students  UK, Canada, US, Australia

There was much greater mobility of peoples in air travel, international

trade and commerce.

The Quest for New Methods

Whites(1988,9) comments:

 The emergence of the USA as an

speaking superpower

The industrial and technological developments

of the nineteenth and twentieth centuries

The Quest for New Methods

Explore new teaching method

 linguistics  organization & structure

of language

 Situational Language Teaching  British

The Quest for New Methods

Situational Language Teaching in British

A structural syllabus with graded vocabulary levelsMeaningful presentation of structures in contexts

PPP method- Presentation/ Practice/ Production

The Quest for New Methods

The Quest for New Methods

Audiolingual Method in US

Habits are strengthened by reinforcement

Foreign language habits are formed most effectively by giving the right responseLanguage is behavior

Changing Needs for Foreign

Languages in Europe

 The upsurge in English language teaching

(since the mid-1950s~1960s)

 A Language Teaching Revolution

a) Introduce new methods and materials

b) WHY/ HOW people learn a second language c) Evaluation results

Jupp&Hodin(1975)

Changing Needs for Foreign Languages

in Europe

 In 1969s-The Council of Europe

a) removed language barriers

b) modern language enrichment

c) the modern Europe language

 In 1970s- The Decision of school system

In 1971s- The Unit-credit System for Adults

Communicative Language Teaching

in Europe

Whole context of teaching and learning

 The need for society

The need for learners

English for Specific Purpose

 To make the courses relevant to learners’ needs

 The Language for Specific Purpose Movement

The ESP approach concerns

a) the need for Non-English background students b) the need for employment

c) the need for business purpose

d) the need for migrants

English for Specific Purpose

 University of Michigan

 language patterns and vocabulary

 A number of selected texts appeared in 1960s a) The selection and gradation books

b) General English books

c) Specialized English books

d) Word Frequency Counts

e) Discourse Analysis

English for Specific Purpose

 The widely used books

Course in Basic Scientific English

(Ewer & Latorre,1969)

 The merits of this book:

a) three million words of scientific English

b) covering ten areas of science & technology c) sentence patterns

d) structural words

e) non-structural vocabulary

English for Specific Purpose

 The determine of “register ”:

＊ what is actually taking place

＊ what part the language is playing

＊ who is taking part

(Halliday 1978,31)

English for Specific Purpose

In 1970s the ESP approach:

 Register Analysis

distinctive patterns of occurrence of vocabulary, verb forms, noun phrases, and tense usage.

 Three categories describes the register:

＊ the research process

＊ the vocabulary of analysis

＊ the vocabulary of evaluation

(Martin,1976)

English for Specific Purpose

In 1970s the ESP approach:

identify the linguistic structure of longer

samples of speech or text

＊ analysis of units of organization within texts ＊ speech events

＊ examines patterns

English for Specific Purpose

In 1970s the ESP approach

Needs analysis in ESP

The view of Stevens:

(a) Restriction—Basic Skills of Understanding Speech,

Speaking, Reading, and Writing.

(b) Selection—Vocabulary, Patterns of Grammar, and

Function of Language.

(c) Themes and Topics—Themes, Topics, Situations,

and Universes of Discourse.

(d) Communicative Needs—For Communication

Needs analysis in ESP

(a) Learner’s Needs are Communicative Ability.(b) Preparation for Learners to Carry Out Tasks(c) Try to Perform a Role (Robinson)

ex: waiters, food technology

(d) Learners, Teachers, and Employers’

involvement (Richterich and Chanceril)

Needs analysis in ESP

Munby’s Systematic Approach:

 Needs Analysis in ESP Course Design and

Two Dimensions of Needs Analysis:

(a) Specification for the Target-Level (b) Turning the Information into an ESP Syllabus

Needs analysis in ESP

Schutz and Derwing’s Summarizations for Profile of Communication Needs:

(a) Personal Information (f) dialects

(b) purpose (g) target level

(c) setting (h) events

(d) interactional variables (i) key

(e) communicative way

Needs analysis in ESP

Profile of Communication Needs:

Ex: waiter/waitress

1.personal: who the employees are, their ages , education; background 2.purpose: the types of communicative skills the clients need to develop

3.setting: restaurant

4.Interactional variables: waiter/waitress to customer

5 Medium,mode,and channel: whether spoken or written; face to face 6.dialects:formal or casual styles

7.Target level: basic, intermediate, advanced level.

8.Anticpated communicated events: greeting,taking picture

9.key: politely, quietly

Communicative language teaching

1 The Emergence of ESP

2 The Interval Between 1960s and 1970s

=>a replacement for structural situation and

audio-lingual methods

3 The Europe

=>Grammatical  Communicative

Emergence of a curriculum approach in language teaching

Wilkins’s notional syllabus

(a) semantico-grammatical meaning:

e.g point of time, duration, time relations, frequency, and sequence

(b) model meaning: modality, scale of certainty, scale of commitment

(c) communicative function: request, complaints, apologies, suggestion

Emergence of a curriculum approach in language teaching

Yalden’s Descriptions for Communicative Syllabuses

Emergence of a curriculum approach in language teaching

A curriculum in a school context refers to the whole body of knowledge that children acquire

in schools

Rodgers(1989)

Syllabi: the content to be covered by a given

course, from only a small part of the total

school program

Curriculum: those activities in which children engage under the auspices of the school

Emergence of a curriculum approach in language teaching

Tyler(1949) -statements on the nature and

process of curriculum development

(1) educational purposes to be sought

(aims and objectives)

(2) educational experiences to be provided

Emergence of a curriculum approach in language teaching

The different opinions between Lawton and Tyler:

Lawton’s Statement—Teacher’s Behavior for Educational Objectives

Tyler’s Statement—Learner’s Behavior for

Educational Objectives

Emergence of a curriculum approach in language teaching

Nicholls and Nicholls's description in

1972s:

(a) The Careful Examination

(b)The Development and Trial Use

(c)The Assessment of the Extent

(d)The Final Element

(e)The Adoption in 1980s

Emergence of a curriculum approach in language teaching

The Focuses on the Curriculum Development:

1 Needs Analysis

2 Situational Analysis

3 Learning Outcome

4 Course Organization

5 Selecting Teaching Material

6 Preparing Teaching Material

7 Providing for Effective Teaching

8 Evaluation

Emergence of a curriculum approach in language teaching

Clark’s Statement on the Curriculum Development:

1 The Review of Principles

2 The Reworking of Syllabuses

3 The Review of Strategies

4 Embodying Appropriate Learning Experiences

5 The Review of Assessment Designed

6 The Review of Classroom Schemes

7 The Review and Creation of Strategies Designed

8 The Further Research

9 The Review or Devising on In-service Education Designed

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