View
20.461
Download
42
Category
Tags:
Preview:
Citation preview
Syllabus and Course
Design in ESP
NUR NADIEYANA ABDUL RAHMANPAMELA MANDY MONOK ANAK ATAR
LEE KUNG YEN ZUR LAILA KADIR
04/12/23 Free template from www.brainybetty.com 2
OVERVIEW
• COURSE DESIGN
• SYLLABUS
• QUESTION REGARDING SYLLABUS
• CONCLUSION
• Q/A
04/12/23 Free template from www.brainybetty.com 3
COURSE DESIGN
What is a course design?
•interpretation on learning needs data to produce an integrated series of teaching- learning experience.
What is the aim of course design?
•Lead learner to a particular state of knowledge
04/12/23 Free template from www.brainybetty.com 4
TYPES OF COURSE DESIGN:
• Language-centered course design
• Skill-centered course design
• Learning-centered approach
04/12/23 Free template from www.brainybetty.com 5
Language-Centered Course Design
Simplest kind
•Drawing connection between analysis of target situation and the content of ESP courses
•Seems logical
04/12/23 Free template from www.brainybetty.com 6
• Weaknesses : – Not learner centered approach– Static and inflexible– Appears to be systematic– No acknowledgment to data analysis.– Only at the surface level of learning
Language-Centered Course Design (2)
04/12/23 Free template from www.brainybetty.com 7
Language-centered approach to course design: Procedure
Skill-Centered Course Design
•SCA are founded on two principles
- Theoretical
- Pragmatic
04/12/23 Free template from www.brainybetty.com 8
Theoretical Principle:
Iceberg theory
- Underlying any language are skills and strategies used by learners to produce or understand discourse
- Thus, SCA will combine the performance and competence when presenting its learning objective
04/12/23 Free template from www.brainybetty.com 9
• Pragmatic Principle :
Based on goal oriented and process oriented course ( Widdowson, 1981)
Problem :
- Time : Not enough time to master intended subject
- Experience : 1st year student have little experience
04/12/23 Free template from www.brainybetty.com 10
• SCA is not about achieving set of goals. • It lets the learners achieve what they can
with own experience and time constraint• It is a (continuum process) which means
there is no cut of point of success and failure.• Learner will simultaneously learn and develop
degree of proficiency
04/12/23 Free template from www.brainybetty.com 11
SCA in General :
SCA: Conclusion
•Take more of learners into account than LCA•Still take the learner as the user of language
instead of a learner•Still concern with the process of language use not of language learning
04/12/23 Free template from www.brainybetty.com 12
04/12/23 Free template from www.brainybetty.com 13
Skill-centered approach to course design: Procedure
04/12/23 Free template from www.brainybetty.com 14
Comparison of Learner- and Learning-centered approaches
•(Other factors)
LEARNING-CENTRED APPROACH
• Focuses on students’ learning.
• Determined by the learner.
• Builds on prior knowledge and skills.
04/12/23 Free template from www.brainybetty.com 15
Diagram 1 : Learning-centered approach to course design
Theoretical Views of Learning
Analyse Learning Situation
Analyse Target
Situation
Theoretical views of language
Identify attitudes/ wants/ potential of learners
Identify needs/ potential/ constraints of learning/ teaching situation
Identify skills and knowledge needed to function in the target situation
Evaluation
Write syllabus/ materials to exploit the potential of the learning situation in the acquisition of the skills and knowledge required by the target situation
Evaluation
5 practices that need to be changed to achieve learning-centered approach (Weimer, 2002) :
The functions of contentThe role of the teacherThe responsibility for learningThe processes and purposes of evaluationThe balance of power
04/12/23 Free template from www.brainybetty.com 17
SYLLABUS
04/12/23 Free template from www.brainybetty.com 18
SYLLABUS: DEFINITION
• An expression of opinion on the nature of language and learning
• Acts as a guide for teachers and learners by providing goals to be attained
04/12/23 Free template from www.brainybetty.com 19
TYPES OF SYLLABUS:
• Evaluation syllabus
• Organizational syllabus
• Materials syllabus
• The Teacher syllabus
• The Classroom syllabus
• The Learner syllabus
04/12/23 Free template from www.brainybetty.com 20
EVALUATION SYLLABUS
• To put on record the basis on which success or failure will be evaluated.
• To reflect an official assumption as to the nature of language and linguistic performance.
04/12/23 Free template from www.brainybetty.com 21
ORGANIZATIONAL SYLLABUS
• A list of what should be learnt will be organized
• Factors which depend upon a view of how people learn will be considered in order to determine the order of terms.
04/12/23 Free template from www.brainybetty.com 22
MATERIALS SYLLABUS• Additional assumptions about the nature of
language in terms of :
i. Contexts of language
ii. Relative weightings and integration of skills
iii.Number and type of exercises
iv.Degree of recycling or revision will be decided by the author.
04/12/23 Free template from www.brainybetty.com 23
THE TEACHER SYLLABUS
• Teacher influence the clarity, intensity and frequency of any item, and thereby affect the image that the learners receive
04/12/23 Free template from www.brainybetty.com 24
THE CLASSROOM SYLLABUS
• 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.
04/12/23 Free template from www.brainybetty.com 25
THE LEARNER SYLLABUS
• 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.
04/12/23 Free template from www.brainybetty.com 26
QUESTIONS REGARDING SYLLABUS
04/12/23 Free template from www.brainybetty.com 27
WHY IS A SYLLABUS REQUIRED?
04/12/23 Free template from www.brainybetty.com 28
Why is a syllabus required?
According to Parkes and Harris(2002);
• As a contract
• As a permanent record
• As a learning tool
04/12/23 Free template from www.brainybetty.com 29
According to Hutchinson and Waters(1987);
• Better management of study time, assessments, and reading materials
• Provides moral support
• Reassures sponsors and students
• Acts as a road maps
04/12/23 Free template from www.brainybetty.com 30
Why is a syllabus required? (2)
• Emphasizes the most important aspect of language
• A set of criteria in selecting and producing materials
• Assures uniformity
• Basis for evaluating students
04/12/23 Free template from www.brainybetty.com 31
Why is a syllabus required? (3)
ON WHAT CRITERIA SHOULD A SYLLABUS BE
ORGANIZED?
04/12/23 Free template from www.brainybetty.com 32
Criteria of organising syllabus• Focus- To identify which and what materials to be
focused on
• Select- To select materials to be taught
• Subdivide- To puts things into subtopics
• Sequence- To decide which comes first and what comes
next
04/12/23 Free template from www.brainybetty.com 33
TYPES OF SYLLABUS
• Topic/theme syllabus (e.g. health/pollution)• Notional/functional syllabus (e.g. notional:
time/space; functional: request/apology)• A situational syllabus (e.g. classroom/post
office/night market)• A skill-based syllabus (e.g. negotiation/being
interviewed/interviewing)• A task-based syllabus (e.g. organizing an
event/writing a report)• A content-based syllabus (e.g. English for air traffic
control/ english for banking)
04/12/23 Free template from www.brainybetty.com 34
WHAT ROLE SHOULD A SYLLABUS PLAY IN THE
APPROACHES TO COURSE DESIGN?
04/12/23 Free template from www.brainybetty.com 35
Approaches to course design
• A Language-centred approach
• A Skills-centred approach
• A Learning-centred approach
• A Learner-centred approach
04/12/23 Free template from www.brainybetty.com 36
A LANGUAGE-CENTRED APPROACH
- Generates teaching materials1. analyse target situation
2. write syllabus
3. write/select texts to illustrate items in syllabus
4. write exercises to practise items in syllabus
5. devise tests for assessing knowledge of terms in syllabus
04/12/23 Free template from www.brainybetty.com 37
SKILLS-CENTRED APPROACH (Holmes, 1981)
- Presents opportunities for students to practise and evaluate skills and strategies
1. analyze target needs
2. select interesting and representative texts
3. devise a hierarchy of skills to exploit the texts
04/12/23 Free template from www.brainybetty.com 38
4. order and adapt the texts as necessary to enable a focus on the required skills
5. devise activities/techniques to teach those skills
6. devise a system to assess the acquisition of the skills
04/12/23 Free template from www.brainybetty.com 39
SKILLS-CENTRED APPROACH (Holmes, 1981) (2)
A LEARNING-CENTRED APPROACH
- Focus on learning process
- instead of a linear approach, divides the design process into two levels
L1. analysis –
a)actual learning situation,
b)target situation
04/12/23 Free template from www.brainybetty.com 40
A LEARNING-CENTRED APPROACH (2)
L2. generation of :
c) language syllabus based on (a)
d) skills syllabus based on (b)
e) complement results of each analysis to form new syllabus
04/12/23 Free template from www.brainybetty.com 41
A LEARNER-CENTRED APPROACH
- Focus on the learners
1. identify the purpose of the course
2. develop learner-centered objectives
3. structure course according to objectives - course outline
4. structure course according to goals - build lessons
5. calendar
6. support pieces
04/12/23 Free template from www.brainybetty.com 42
QUESTIONS AND ANSWERS
1. What is course design?
2. What is a syllabus?
3. In your opinion, which one is the best approach in the course design mentioned previously?
4. Briefly describe the criteria of how a syllabus should be organized in general.
04/12/23 Free template from www.brainybetty.com 43
Summary
• COURSE DESIGN
• SYLLABUS
• QUESTIONS REGARDING SYLLABUS
• CONCLUSION
• Q/A
04/12/23 Free template from www.brainybetty.com 44
Recommended