Unit 1 From syllabus design to curriculum design

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


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.


Whites(1988,9) comments: The emergence of the USA as an English- speaking superpower

The industrial and technological developments of the nineteenth and twentieth centuries.


Explore new teaching method

linguistics organization & structure

of language

A new approach Oral Approach

Situational Language Teaching British

The Quest for New Methods Situational Language Teaching in British

A structural syllabus with graded vocabulary levels

Meaningful presentation of structures in contexts

PPP method- Presentation/ Practice/ Production


1950s- Situational Approach

British, Australia, Malaysia, India, Hong Kong

1960s- Audiolingual Method

United States

1978s- Audiovisual Method

Europe

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 response

Language is behavior


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)


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


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


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


The determine of “register ”:

＊ what is actually taking place

＊ what part the language is playing

＊ who is taking part

(Halliday 1978,31)


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)


In 1970s the ESP approach: Discourse Analysis

identify the linguistic structure of longer

samples of speech or text.

＊ analysis of units of organization within texts

＊ speech events

＊ examines patterns


In 1970s the ESP approach Discourse analysis: The problem-solution structure

a) Introduction

b) Background

c) Argument

d) Conclusion

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


(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)


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


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


Profile of Communication Needs:Ex: waiter/waitress

1.personal: who the employees are, their ages , education; background2.purpose: the types of communicative skills the clients need to

develop3.setting: restaurant4.Interactional variables: waiter/waitress to customer5. Medium,mode,and channel: whether spoken or written; face to face6.dialects:formal or casual styles7.Target level: basic, intermediate, advanced level.8.Anticpated communicated events: greeting,taking picture9.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


Yalden’s Descriptions for Communicative Syllabuses(1)Learner’s Purpose (2)The Setting(3) Learner’s Capacity (4)Participation(5)Language function(6)Notion(7)Skills(8)Variety(9)Grammar(10)Lexicon


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.


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. (content)(3) educational experiences to be organized.

(organization)(4)educational experience to be attained

(evaluation)


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


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


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


Clark’s Statement on the Curriculum Development:

1. The Review of Principles2. The Reworking of Syllabuses3. The Review of Strategies4. Embodying Appropriate Learning Experiences5. The Review of Assessment Designed6. The Review of Classroom Schemes7. The Review and Creation of Strategies Designed8. The Further Research9. The Review or Devising on In-service Education Designed

Thanks

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Unit 1 From syllabus design to curriculum design

Education

Transcript of Unit 1 From syllabus design to curriculum design