cmd1_lesson1_overview_of_the_subject

8/7/2019 CMD1_Lesson1_Overview_of_the_Subject

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Unit 1 Overview of the Subject

the processes involved indeveloping, implementing, andevaluating language programs

Focus

What procedures can be used to determine the content of a language

program? What are learnersneeds?

How can learnersneeds be determined?

What contextual factorsneed to be considered in planning a language

program?

What is the nature ofaimsandobjectivesin teaching and how can thesebe developed?

How can goodteachingbe provided in a program?

What issues are involved in selecting, adapting, and designing

instruction/teaching materials?

How can we measure the effectiveness of a language program?


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Language

Programs

Any organised course of language

instruction

One of the worlds largest educationalenterprises

Millions of children and adults around

the world spend very much time &

energy to learn the English language

Teachers use a lot of their energiesto plan their courses, to prepareteaching materials, and to teach

their classes

Why do we need to concern about the curriculum

development of a language programs?


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Curriculum Development

What knowledge, skills, and values student learn inschools;

What experiences should be provided to bring aboutthe intended outcomes;

How teaching and learning in schools in schools oreducational systems can be planned, measured, andevaluated

Curriculum & Material Development 1 - 2010 3

focuseson determining ....

isa fieldofapplied linguisticsthatdescribes ....

an interrelated set of processes that focuses on

designing, revising, implementing, and

evaluating language programs


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Course Syllabus

Unit 1 Overviewofthesubject Focus

Coverage

Unit 2 Theoriginsof languagecurriculumdevelopment

Historical background

Vocabulary Selection

Grammar selection and gradation Assumption underlying early approaches to syllabus

design

Curruiculum & Material Development 1 -2010

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Unit 3 FROM SYLLABUS DESIGN TO CURRICULUM DEVELOPMENT

The quest for new method

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

Unit 4 NEEDS ANALYSIS

The purposes of needs analysis

What are needs?

The users of needs analysis & the target population Administering the need analysis

Making use of the information obtained

Examples of needs analyses


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Unit 5 SITUATION ANALYSIS

Societal factors

Project factors Institutional factors

Teacher factors

Learner factors

Adoption factors Profiling the factors indentified in the situation analysis

Unit 6 PLANNING GOALS AND LEARNING OUTCOMES

The ideology of the curriculum

Stating curriculum outcomes

Nonlanguage outcomes and process objectives


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Unit 7 COURSE PLANNING & SYLLABUS DESIGN

The course rationale

Describing the entry and exit level Choosing course content

Determining the scope and sequence

Planning the course structure

Preparing the scope and sequence plan

Unit 8 PROVIDING FOR EFFECTIVE TEACHING

The institution

The teachers

The teaching process

The learning process


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Unit 9 THE ROLE AND DESIGN OF INSTRUCTIONAL MATERIALS

Authentic versus created materials

Textbooks

Evaluating textbooks

Adapting textbooks

Preparing materials for a program

Managing a materials writing project

Monitoring the use of materials

Unit 10 APPROACHES TO EVALUATION

Purposes of evaluation

Formative evaluation

Illuminative evaluation

Sumamtive evaluation

Issues in program evaluation

Procedures used in conducting evaluations


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Historical Background

20th century: changes in approaches to languageteaching came about from changes in teachingmethods.

Most popular methods:

Grammar-Translation Method (1800 1900) Direct Method (1890 1930)

Structural Method (1930 1960)

Reading Method (1920 1950)

Audiolingual Method (1950 1970)

Situational Method (1950 1970)

Communicative Approach (1970 present)


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Historical Background

The history of curriculum development inlanguage teaching starts with the concept of

syllabus design.

A syllabus is a specification of the content of acourse of instruction and lists what will be

taught and tested (e.g. Speaking course)

Syllabus design = the process of developing a

syllabus (only a part of curriculum

development)


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Methods = specifications for the processes ofinstuction in language teaching (howto

teach). But methods also make assumptions aboutwhatneeds to be taught (i.e. the contentofinstruction)

Example: Direct Method

HOW: exclusive use of target language, intensiveQA techniques, demonstration & dramatisationsto communicate meanings

WHAT: the grammar & vocab to be taught and theorder in which it should be presented => selectionandgradation


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Any language programs only have limited time forteaching.

So, the first problem is the problemofselection:

What should be taught? (= what should be

selected from the total corpus of the language

and incorporated in textbooks and teaching

materials?)

Two aspects of selection that became the focus inthe first few decades of the 20th Century =>

vocabulary selection & grammarselection


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Selectionand Gradation


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What words should be taught in a secondlanguage?

This depends on the objectives of the courseand the amount available for teaching.

Educated Native Speakers = 17.000 words

Second language learners = 500? 1000? 1500?Which ones?

Just follow the textbooks? (=> can be unreliable)

Or are there any principles that can be used toproduce a more objective and rational approach?


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Vocabulary Selection


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Counting large collection of texts to determinethe frequency with which words occured.

Problems:

what kinds of materials should be analysed?) Frequency is not necessarily the same as

usefulness (depends on the types of

language samples => sports text is different

from fiction).


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Early approacheto Vocabulary Selection


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The need for a systematic approach toselecting grammar for teaching purposes wasalso a priority for applied linguists from the1920s.

The number of syntatic structures in alanguage is large, as we can see from thecontents of any grammar book.

So, a number of attempts have been made todevelop basic structure lists for languageteaching.


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Grammar Selection & Gradation


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Can/may I use your telephone, please?

Please let me use your telephone?

Is it all right to use your telephone?

If its all right with you, Ill use your telephone?

Am I allowed to use your telephone?

Do you mind if I use your telephone?Do you mind me using your telephone?

Would you mind if I used your telephone?

You dont mind if I use your telephone (do you)?

I wonder if you have any obejction to me using your telephone?

Would you permit me to use your telephone?Would you be so kind as to allow me to use your telephone?

Would it be possible for me to use your telephone?

Do you think you could let me use your telephone?


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Which are some of the structures that can be

used for speech act of asking permission?


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Assumptions underlying early approaches to

syllabus design that emerges in the first part

of the 20th century

1. Thebasicunitsof languagearevocabulary

andgrammar

Although the role of speaking and

pronunciation were not ignored during the

actual teaching of language, the priority in

planning was vocabulary and grammar


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of the 20th century

2. Learnerseverywherehavethesameneeds

It was believed that the core vocabulary of the

General Service List with grammatical syllabus

by Hornby can be used as the basis for almost

all language courses.


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of the 20th century

3. Learnersneedsareidentifiedexclusively in

termsof languageneeds.

No matter who the learners are or thecircumstances of their learning, it is assumed tha

tmastery of English will solve their problems.

The goal of English teaching is to teach themEnglish, not to teach them how to solve their

problems through English.


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of the 20th century

4. Theprocessof learninga languageis largely

determinedby thetextbook.

The primary input learners received to the

language learning process was the textbook.


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of the 20th century

5. Thecontextofteachingis Englishasa foreign

language

EFL = students studied English as a formal

subject in school but they do not really need

to use the language outside of the classroom.


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However, from 1940s there were

changes in ....

the statusof Englisharound the world;

the purposesfor which English was

studied


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And these changes have caused the

emergence of the development oflanguagecurriculum

cmd1_lesson1_overview_of_the_subject

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