esp ppt : group 3 syllabus and course design in esp

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


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


TYPES OF COURSE DESIGN:

• Language-centered course design

• Skill-centered course design

• Learning-centered approach


Language-Centered Course Design

Simplest kind

•Drawing connection between analysis of target situation and the content of ESP courses

•Seems logical


• 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)


Language-centered approach to course design: Procedure

Skill-Centered Course Design

•SCA are founded on two principles

- Theoretical

- Pragmatic


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


• 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


• 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


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



Skill-centered approach to course design: Procedure


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.


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


SYLLABUS


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


TYPES OF SYLLABUS:

• Evaluation syllabus

• Organizational syllabus

• Materials syllabus

• The Teacher syllabus

• The Classroom syllabus

• The Learner syllabus


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.


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.


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.


THE TEACHER SYLLABUS

• Teacher influence the clarity, intensity and frequency of any item, and thereby affect the image that the learners receive


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.


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.


QUESTIONS REGARDING SYLLABUS


WHY IS A SYLLABUS REQUIRED?


Why is a syllabus required?

According to Parkes and Harris(2002);

• As a contract

• As a permanent record

• As a learning tool


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


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


Why is a syllabus required? (3)

ON WHAT CRITERIA SHOULD A SYLLABUS BE

ORGANIZED?


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


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)


WHAT ROLE SHOULD A SYLLABUS PLAY IN THE

APPROACHES TO COURSE DESIGN?


Approaches to course design

• A Language-centred approach

• A Skills-centred approach

• A Learning-centred approach

• A Learner-centred approach


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


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


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


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


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


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


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.


Summary

• COURSE DESIGN

• SYLLABUS

• QUESTIONS REGARDING SYLLABUS

• CONCLUSION

• Q/A


esp ppt : group 3 syllabus and course design in esp

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