Lecture 6

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Lecture 6

Dr. Hameed Al-ZubeiryESP

- Syllabus

- Materials

- Methodology

- Evaluation Procedures

Application of ESP course Design

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How do you use a course design?

Syllabus design

Materials evaluation

Materials design

Methodology

Evaluation

What is the role of ESP Teacher?

ResourcesOrientation

SECTION 3:APPLICATION

SECTION 4: The ROLE OF

THE ESP TEACHER

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How do you use a course design?

Syllabus design

Materials evaluation

Materials design

Methodology

Evaluation

Application of ESP course Design

-concerned with the detailed implementation of the design into:

Syllabus-materials- a methodology- evaluation procedures

SECTION 3:APPLICATION

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The Syllabus

1) What do we mean by syllabus?

2) Why should we have a syllabus?

3) On what criteria can a syllabus be organized?

4) What role should a syllabus play in the course design

process?

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1) What do we mean by syllabus?

- A document stating what will/should be learnt.

Different ways of defining the term “syllabus

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a) Evaluation Syllabus: This syllabus states what the

successful learner will know by the end of the course. In

effect, it puts on record the basis on which success or

failure will be evaluated.

b) The Organizational Syllabus: As well as listing what

should be learnt, a syllabus can also state the order in

which it is to be learnt. It carries the assumptions about the

nature of learning and language. It pays attention to factors

which depend upon a view of how people learn.


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c) The Materials Syllabus: Additional assumptions about the

nature of language in terms of :

-Contexts of language; relative weightings and integration of

skills; number and type of exercises; degree of recycling or

revision will be decided by the author.

d) The Teacher Syllabus: Teacher can influence the clarity,

intensity, and frequency of any item, and thereby affect the

image that the learners receive.

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e) The Classroom Syllabus: It is a planned lesson done by

the teacher. Although it is well planned by the teacher, it can

be affected by all sorts of unexpected conditions while

conducting the lesson.

e) The Learner Syllabus: It is also known as the internal

syllabus. The network of knowledge that develops in the

learner’s brain , enables learner to comprehend and store the

later information.


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2) Why should we have a syllabus

provides a practical basis for the division of assessment, textbooks and

learning time;

gives moral support to the teacher and learner as it makes the language

learning task appear manageable;

shows some commercial importance for the benefit of the sponsors and

learners in being involved in the programme;

points the projected routes where the teacher and learners are going

and how they get there;

gives an implicit statement of views on the nature of language and

learning;

provides criteria for materials selection and/or writing;

is one way in which standardisation is achieved;

provides a visible basis for testing.

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3) What criteria can a syllabus be organized?

Different criteria used for breaking down the syllabus in ESP

Courses:

a)Topic syllabus:(like, The Rig-Fishing Jobs-Traps and Geology, etc.)

b)Structural/Situational syllabus: (like, The Hotel and Staff-verb to

be& wh-questions and prepositions);

c)Skills and strategies: (like, exercises in: personal evaluation,

examining your job needs, using want ads. ); an organizing our studies,

taking notes, improving our reading;


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4) What role should a syllabus play in the course

design process?

This question can be considered in terms of the approaches

Course design discussed earlier:

a)A Language-centred Approach:

b) A skills-centered Approach


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c) A Learning-centered Approach

c) A Post hoc Approach


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Materials Evaluation

a) Materials evaluation: select from existing materials;

b) Materials development: write your own materials;

c) Materials adaptation: modify existing materials.


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Why evaluate materials?

Evaluation is a matter of judging the fitness of something

for a particular purpose.

Evaluation is concerned with relative merit- no absolute

good or bad – only degrees of fitness for the required

purposes.

The evaluation of existing materials can provide a good

source of ideas (of what to avoid as well as what to do) and

techniques.


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How do we evaluate the materials?

We can divide the process into four major steps :

Defining criteria

Subjective analysis

Objective analysis

Matching


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Materials Design

Some techniques for producing useful and creative ESP materials:

1) Defining objectives:

- Materials provide a stimulus to learning;

-Materials help to organize the teaching-learning process, by

providing a path through the complex mass of the language to be

learnt;

-Materials embody a view of the nature of language and learning;

- Materials reflect the nature of the learning task;

- Materials can have a very useful function in broadening the basis

of teacher training, by introducing teachers to new techniques;

-Materials provide models of correct and appropriate language use.


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2) A materials design model: how to write materials

- The model consists of four elements:

- A text-dialogue-video-recording-diagram,

or any piece of communication data- Focuses on conveying

information and feelings about

something.

- Focuses on having the Ls to

take lg to pieces, study how it

works, and practise putting it

back together again.

- Focuses on involving Ls in

communicative tasks in which

they use content and language

obtained through the units


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3) A materials design model: sample materials

Review model materials on pages 110-117

* Using the Models: A case study page, 120


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Methodology

- Three model lessons illustrating the practical implications of the

ideas discussed before.

: Worksheet : strip cartoon and bubbles blanked out


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Evaluation

Two levels of evaluation: A Learner Assessment & Course Evaluation

1) A Learner Assessment:

NOTE: All the three types may be used as diagnostic tests, that is ,

tests to determine the areas of weakness a particular learner might

have


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2) Course Evaluation

-Evaluating an ESP course helps to establish whether it is meeting

its aims.

-Course evaluation also plays a useful social role, by showing the

various parties involved (teachers, learners, sponsors, etc.) that

their views are important.


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Dr. Hameed Al-Zubeiry

- Hutchinson, T., & Waters, A. (1987). English for specific purposes:

a learning-centred approach. Cambridge: Cambridge University

Press.

-Munby, J. (1978). Communicative syllabus design.

Cambridge: Cambridge University Press.

Swales, J. (1988). Episodes in ESP. Prentice Hall.

Reading materials:

ESP

Lecture 6

Education

Transcript of Lecture 6