The Origins of Language The Origins of Language Curriculum DevelopmentCurriculum Development

Date: 03.13.2008Date: 03.13.2008

Director: Dr. Mavis ShangDirector: Dr. Mavis Shang

Presenter: Roger Yu 9610009MPresenter: Roger Yu 9610009M

IntroductionIntroduction

Curriculum development focus on Curriculum development focus on determiningdeterminingWhat knowledge, skills, and values students What knowledge, skills, and values students

learn in schools. learn in schools. What experience should be provided to bring What experience should be provided to bring

about intended learning outcomes.about intended learning outcomes.How teaching and learning in schools or How teaching and learning in schools or

educational systems can be planned, measure, educational systems can be planned, measure, and evaluated. and evaluated.

IntroductionIntroduction Language curriculum development focus onLanguage curriculum development focus on

Designing language programs. Designing language programs. Revising language programs. Revising language programs. Implementing language programs.Implementing language programs.Evaluating language programs.Evaluating language programs.

This book focus on providing the tools This book focus on providing the tools Surveying approaches to language curriculum Surveying approaches to language curriculum

development.development.Examining language programs and language Examining language programs and language

teaching materials.teaching materials.

IntroductionIntroduction 9 Questions lead the framework of this book9 Questions lead the framework of this book

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

What are learners’ need?What are learners’ need?How can learners’ needs be determined?How can learners’ needs be determined?What contextual factor need to be considered in What contextual factor need to be considered in

planning a language program?planning a language program?What is the nature of aim and objectives in What is the nature of aim and objectives in

teaching and how can these be developed? teaching and how can these be developed?

IntroductionIntroduction 9 Questions lead the framework of this 9 Questions lead the framework of this

bookbookWhat factors are involved in planning the What factors are involved in planning the

syllabus and the units of organization in a syllabus and the units of organization in a course?course?

How can good teaching be provided in a How can good teaching be provided in a program?program?

What issues are involved in selecting, adapting, What issues are involved in selecting, adapting, and designing instructional materials?and designing instructional materials?

How can on measure the effectiveness of a How can on measure the effectiveness of a language program?language program?

Historical BackgroundHistorical Background

Language curriculum developmentLanguage curriculum developmentStarts with the notion of syllabus design.Starts with the notion of syllabus design.A major factor in language teachingA major factor in language teachingContent of a courseContent of a courseReally begin in 1960s.Really begin in 1960s.The key of stimulus is teaching methods’ The key of stimulus is teaching methods’

change—for better methods. change—for better methods.

Historical BackgroundHistorical Background

Language curriculum development Language curriculum development includes more issues than syllabus designincludes more issues than syllabus designThe needs of learnersThe needs of learnersObjectives for a programObjectives for a programAppropriate syllabus, course structure, Appropriate syllabus, course structure,

teaching methods, and materials. teaching methods, and materials. Carry out an evaluation of the language Carry out an evaluation of the language

program program

Historical BackgroundHistorical Background

Chronology of teaching methods in 19-20 Chronology of teaching methods in 19-20 centurycenturyGrammar Translation Method (1800-1900)Grammar Translation Method (1800-1900)Direct Method (1890-1930)Direct Method (1890-1930)Structural Method (1930-1960) Structural Method (1930-1960) Reading Method (1920-1950)Reading Method (1920-1950)Audiolingual Method (1950-1970)Audiolingual Method (1950-1970)Situational Method (1950-1970)Situational Method (1950-1970)Communicative Approach (1970-present)Communicative Approach (1970-present)

Historical BackgroundHistorical Background

Questions of how and what needs be Questions of how and what needs be taught— the content of instructiontaught— the content of instructionThe appropriate syllabus for different teaching The appropriate syllabus for different teaching

methods—a particular type of syllabus.methods—a particular type of syllabus.

Structural Method (Palmer, 1922) Structural Method (Palmer, 1922) The content and syllabus underlying.The content and syllabus underlying.Determining the vocabulary and grammatical Determining the vocabulary and grammatical

content of a language course—selection and content of a language course—selection and gradation.gradation.

Historical BackgroundHistorical Background

Structural Method (Palmer, 1922) Structural Method (Palmer, 1922) Initial preparationInitial preparationHabit-formingHabit-formingAccuracyAccuracyGradationGradationProportionProportionConcretenessConcretenessInterestInterestOrder of progressionOrder of progressionMultiple line of approachMultiple line of approach

Historical BackgroundHistorical Background

Selection—what should be selected form Selection—what should be selected form corpus and textbooks?corpus and textbooks?Is it impossible to teach the whole language at Is it impossible to teach the whole language at

the same time?the same time?To choose the appropriate unit of the To choose the appropriate unit of the

language for teaching purpose.language for teaching purpose.To choose the most useful procedures for To choose the most useful procedures for

learners.(Mackey,1965) learners.(Mackey,1965)

Historical BackgroundHistorical Background

Two aspects of SelectionTwo aspects of SelectionVocabulary selectionVocabulary selectionGrammar selectionGrammar selectionThe foundations for syllabus design in The foundations for syllabus design in

language teaching in early 20 century.language teaching in early 20 century.

Vocabulary SelectionVocabulary Selection

One of the most obvious components of One of the most obvious components of language—vocabularylanguage—vocabulary

What words should be taught in a second What words should be taught in a second language?language?Objective of the courseObjective of the courseThe amount of time availableThe amount of time availableAre they different between native speaker and Are they different between native speaker and

ESL learner about the issue of vocabulary ESL learner about the issue of vocabulary selection?selection?

Vocabulary SelectionVocabulary Selection

Who should do the job of vocabulary selection?Who should do the job of vocabulary selection?Textbook author?—Unreliable resultTextbook author?—Unreliable result

Ex1: Teaching Cantonese Ex1: Teaching Cantonese (Li and Richards 1995)(Li and Richards 1995)

Words occurring in one book 1,141 words 63.4%Words occurring in one book 1,141 words 63.4% Words occurring in two books 313 words 17.4%Words occurring in two books 313 words 17.4% Words occurring in three books 155 words 8.6%Words occurring in three books 155 words 8.6% Words occurring in four books 114 words 6.3%Words occurring in four books 114 words 6.3% Words occurring in five books 77 words 4.3%Words occurring in five books 77 words 4.3%

Vocabulary SelectionVocabulary Selection

How should be done the job of vocabulary How should be done the job of vocabulary selection?selection?Random selection—Is it a wasteful approach?Random selection—Is it a wasteful approach?Various criteria—the minimum number of Various criteria—the minimum number of

words that can operate together into the words that can operate together into the greatest other contexts to simplify English for greatest other contexts to simplify English for learners. (Jeffery, 1953)learners. (Jeffery, 1953)

Counting the frequency of word occurred—Counting the frequency of word occurred—what kind of material should be used?what kind of material should be used?

Vocabulary SelectionVocabulary Selection How should be done the job of vocabulary How should be done the job of vocabulary

selection?selection?

Ex2: Vocabulary usage of Time MagazineEx2: Vocabulary usage of Time Magazine

Words occurring in everyday text 3000 words 85%Words occurring in everyday text 3000 words 85% Words occurring in everyday text extra 6000 words 1%Words occurring in everyday text extra 6000 words 1% Words occurring in everyday text half of words only one timeWords occurring in everyday text half of words only one time Recognizing 85% words is not the same as understanding 85% of the Recognizing 85% words is not the same as understanding 85% of the

text.text. Text comprehension is not just a function of the proportion of familiar Text comprehension is not just a function of the proportion of familiar

words, but depends on subject of the text which reader is already words, but depends on subject of the text which reader is already familiar with the subject. (Van Els, 1984) familiar with the subject. (Van Els, 1984)

Vocabulary SelectionVocabulary Selection

How should be done the job of vocabulary How should be done the job of vocabulary selection?selection?The frequency of words is not the same as The frequency of words is not the same as

the usefulness of words—depends on the the usefulness of words—depends on the types of language samples.types of language samples.

The need of target learner, the highest The need of target learner, the highest frequency and the widest range—the most frequency and the widest range—the most useful words for language teaching. useful words for language teaching.

Vocabulary SelectionVocabulary SelectionEx3: Different between frequency and range in a 1 Ex3: Different between frequency and range in a 1

million-word corpus (McCarthy 1990,84-85)million-word corpus (McCarthy 1990,84-85)

SectionSection

FarmersFarmers

WorkshopWorkshop

EarningsEarnings

HugeHuge

AddressAddress

ConsciousConscious

ProtestProtest

DependentDependent

ComfortComfort

ExcitingExciting

4949

4949

4949

4949

4848

4848

4747

4747

4747

4646

4646

88

88

88

77

1111

1111

1414

1313

77

1414

1313

3636

2424

2222

1515

3939

3636

3434

3333

3030

3939

3737

1st Column: frequency of the word in 1st Column: frequency of the word in the corpusthe corpus2nd Column: the number of the text ty2nd Column: the number of the text types the word occurred in out of a total opes the word occurred in out of a total of 15f 153rd Column: the number of individual 3rd Column: the number of individual text samples a word occurred in: maximtext samples a word occurred in: maximum 500 samples, 200words)um 500 samples, 200words)

Vocabulary SelectionVocabulary Selection Other criteria of vocabulary selectionOther criteria of vocabulary selection

Teachability—they can easily be illustrated Teachability—they can easily be illustrated through material.through material.

Similarity—they are similar to words in the Similarity—they are similar to words in the native language. Ex: sofa, tofu, papa, mommy.native language. Ex: sofa, tofu, papa, mommy.

Availability—group of words. Ex: colors, tools of Availability—group of words. Ex: colors, tools of classroom, fruit, food. classroom, fruit, food.

Coverage—words that cover or include the Coverage—words that cover or include the meaning of other words. Ex: emotion( happy, meaning of other words. Ex: emotion( happy, sad, angry, depress)sad, angry, depress)

Defining power—they useful in defining other Defining power—they useful in defining other words.words.

Vocabulary SelectionVocabulary Selection The compilation of a basic vocabulary—The compilation of a basic vocabulary—

Lexical Syllabus Lexical Syllabus Grouped into levelsGrouped into levelsA General Service List of English Words by A General Service List of English Words by

Michael West (1953)Michael West (1953)2000 basic words for EFL2000 basic words for EFLThe frequency of meaning of words base on semantic The frequency of meaning of words base on semantic

frequency countfrequency countThe Interim Report on Vocabulary Selection(1936) The Interim Report on Vocabulary Selection(1936)

Entries from Cambridge English Lexicon—Entries from Cambridge English Lexicon—4500words grouped into 7 levels (Hindmarsh, 4500words grouped into 7 levels (Hindmarsh, 1980) 1980)

Grammar Selection and GradationGrammar Selection and Gradation

A priority for applied linguistic from the A priority for applied linguistic from the 1920s.1920s.

For the speech act of “asking permission.” For the speech act of “asking permission.” ((Wilkins, 1976Wilkins, 1976)) Can/May I…?Can/May I…? Please let…Please let… If it…, I’ll…If it…, I’ll… Am I I allow…?Am I I allow…? Do/Would you mind…?Do/Would you mind…? You don’t mind if I…?You don’t mind if I…? I wonder if you…I wonder if you… Do you think…? Do you think…?

Grammar Selection and GradationGrammar Selection and Gradation What kinds of sentences structures would What kinds of sentences structures would

be useful to teach?be useful to teach? Traditional grammar itemsTraditional grammar items

Teaching methodTeaching method Items of purposes and MaterialsItems of purposes and MaterialsAvailable time of teachingAvailable time of teaching

The majority of courses start with The majority of courses start with ““finites of be”—am, is, are.finites of be”—am, is, are.Statement of identification—S + be verbStatement of identification—S + be verbSimple tense for narrativeSimple tense for narrative

Direct-Oral Method presented Direct-Oral Method presented the Progressive Tense first—S + be verb + Vingthe Progressive Tense first—S + be verb + VingThe simple tense secondly—S + present verbThe simple tense secondly—S + present verb

Grammar Selection and GradationGrammar Selection and Gradation Who should do the job of Grammatical Who should do the job of Grammatical

selection?selection?

Ex4: Ex4: Teaching Cantonese (Li and Richards 1995)Teaching Cantonese (Li and Richards 1995) 1st column—numbers of different grammatical items1st column—numbers of different grammatical items 2nd column– numbers of items occurring in 1-2nd column– numbers of items occurring in 1-

5books.5books. Total grammatical items in the five texts 221Total grammatical items in the five texts 221 Items occurring in one book 100 = 95 41.6%Items occurring in one book 100 = 95 41.6% Items occurring in two books 148 = 54 24.4%Items occurring in two books 148 = 54 24.4% Items occurring in three books 74 = 36 16.3%Items occurring in three books 74 = 36 16.3% Items occurring in four books 91 = 17 7.7%Items occurring in four books 91 = 17 7.7% Items occurring in five books 84 = 22 10%Items occurring in five books 84 = 22 10%

Influence learner‘s learning of ease or difficulty of Influence learner‘s learning of ease or difficulty of each book.each book.

Grammar Selection and GradationGrammar Selection and Gradation Grammatical selection + GradationGrammatical selection + Gradation

Grouping—grammatical structuresGrouping—grammatical structuresSequencing—the orders of teaching itemsSequencing—the orders of teaching items

The useful ones first.The useful ones first.Essentials first.Essentials first.Certain foundational laws of grammar and syntax.Certain foundational laws of grammar and syntax.Conscious learning of the mechanism + principle Conscious learning of the mechanism + principle

of gradation.of gradation.

Grammar Selection and GradationGrammar Selection and Gradation Designing of grammatical syllabus base onDesigning of grammatical syllabus base on

Simplicity & Centrality—basic simple and central Simplicity & Centrality—basic simple and central structure of language.structure of language.S + V—She Runs.S + V—She Runs.S + V + Complement—He is a teacher.S + V + Complement—He is a teacher.S + V + Adverb—The boy plays at park.S + V + Adverb—The boy plays at park.S + V + Object + Adverb—I put the book in the bag.S + V + Object + Adverb—I put the book in the bag.

Conversational language Conversational language (McCarthy & Carter, (McCarthy & Carter, 1995)1995)Subject and verb ellipsis—Let’s go.Subject and verb ellipsis—Let’s go.Tails—And you? Tails—And you? Reporting verbs—I was telling…Reporting verbs—I was telling…

Grammar Selection and GradationGrammar Selection and Gradation Designing of grammatical syllabus base onDesigning of grammatical syllabus base on

Learnability—the orders of grammatical items.Learnability—the orders of grammatical items.

Ex5: Interview of ESL Ex5: Interview of ESL (Dulay & Burt, 1973 & 1974)(Dulay & Burt, 1973 & 1974)

1.1. NounsNouns2.2. VerbsVerbs3.3. AdjectivesAdjectives4.4. Verb beVerb be5.5. Possessive pronounsPossessive pronouns6.6. Personal pronounsPersonal pronouns7.7. Adverse of timeAdverse of time8.8. RequestsRequests9.9. Simple presentSimple present10.10. FuturesFutures

11.11. Wh-QsWh-Qs12.12. Present continuousPresent continuous13.13. DirectionsDirections14.14. Possessive adjectivePossessive adjective15.15. ComparativesComparatives16.16. OffersOffers17.17. Simple futureSimple future18.18. Simple pastSimple past19.19. Infinitives/gerundsInfinitives/gerunds20.20. First conditionalFirst conditional

Grammar Selection and GradationGrammar Selection and Gradation Approaches of gradationsApproaches of gradations

Linguistic distance (Lado,1957)Linguistic distance (Lado,1957)L1 first and then L2L1 first and then L2Contrastive analysisContrastive analysis

Intrinsic difficultyIntrinsic difficultySimple structure first and then complex structureSimple structure first and then complex structure

Communicative needCommunicative needFrequencyFrequencyLinear gradation—ordersLinear gradation—ordersCyclical gradation—RepetitionCyclical gradation—RepetitionSpiral gradation—old to newSpiral gradation—old to new

Grammar Selection and GradationGrammar Selection and Gradation

Learning of structureLearning of structureTeaching and Learning English as a Foreign Teaching and Learning English as a Foreign

Language Language (Fries, 1946)(Fries, 1946)& The Structure of & The Structure of English English (Fries, 1952)(Fries, 1952)—Focus on the core —Focus on the core grammatical component and structure.grammatical component and structure.

Guide to Patterns and usage in English Guide to Patterns and usage in English (Hornby, 1954)(Hornby, 1954) & The Teaching of Structural & The Teaching of Structural Words and Sentence patterns Words and Sentence patterns (Hornby, 1954)(Hornby, 1954)——formed basic grammatical structure. formed basic grammatical structure.

Assumption to Syllabus DesignAssumption to Syllabus Design

Grammar and vocabulary are basic.Grammar and vocabulary are basic. Learners have the same needs.Learners have the same needs. Language learners’ needs are unique. Language learners’ needs are unique. Learning a language is largely determined Learning a language is largely determined

by the textbook.by the textbook.

Discussion and QuestionsDiscussion and Questions

Thank you for attention.Thank you for attention.