Goals And Objectives in a Language Course

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A presentation by professor Álvaro Muñoz. Manizales, Colombia.

A presentation by professor Álvaro Muñoz. Manizales, Colombia.

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  • 1. Objectives: The curriculum tells us that objectives (what we want learners to be able to do with the language) come from needs – not from tests, not from any old materials you have on the shelf
  • 2. Think about objectives and how well they are met:
    • Think about the Monbusho guidelines for lower and upper secondary education in Japan – these are objectives:
    • “ To develop students’ basic ability to understand a foreign language and express themselves in it, to deepen their interest in a language….”
    • Sounds great! When do you think these were written?
  • 3.
    • language learning objectives almost always look like the dreams we want to come true; language teaching almost always reflects our real view of what students need.
  • 4. Definition
    • Way of putting into words the main purposes and intended outcomes.
    • Points you pass through
  • 5. Goals
    • Visions and priorities
    • Class time is limited
    • Objectives are statements about how the goal will be achieved
  • 6.
    • Will achieving this objective help me reach this goal
    • The more specific the easier to follow
    • Cause and effect
  • 7.
    • KASA Knowledge-awareness- Skills-
    • ATASK : awareness-teacher- Attitude- Skills- Knowledge.
    • STERN. Proficiency-Cognitive –Affective- Transfer
  • 8. Objectives
    • Subject: who will achieve the objective
    • Performance: what the subject will be able to do
    • Conditions: the way in which the subject will be able to perform. observable
    • Measure: the way the performance will be observed or measured
    • Criterion: how well the subject will be able to perform
  • 9. In Nunan ’s (1988) point of view
    • ‘ specific objectives contain three elements: tasks, conditions, standards .
    • The task statement indicates what it is that the learner is to do;
    • the conditions define the circumstances under which the task will be carried out;
    • and the standa rd s specify the degree of skill to be exhibited.’
  • 10.
    • Task: Each student draws his family tree and changes it with his fellow and asks questions about the names that they see on the family tree.
    • Condition: Pair work, in the classroom.
    • Standards: Utterances should sound natural and be comprehensible firstly to understand themselves but later aimed to undestand a native speaker.
  • 11. Guidelines for writing objectives
    • Goals should be general but not vague.
    • Goals should be transparent. Don´t use jargon
    • A course is successful and efective if the goals have been reached. If we accomplish (goal) , will the course be successful?
    • Goals should be realistic. they should not be what you want to achieve but what you can achieve.
    • Goals should be relatively simple. Unpack them and make them into more than one goal, if necessary.
  • 12.
    • They should be about something the course will explicitly address in some way
    • Objectives should be more specific than goals.
    • Objectives should directly relate to goals.
    • Cause efect relationship.
    • They should focus on what students will learn. (term paper)
    • Goals =long term
    • More objectives than goals.
    • Limit each objective to one language skill or language area.
    • A clear set of goals are the basis for evaluation of the course. Objectives= assesment of students learning.
    • They should be stated in terms of the learner.
    • Layers of objectives.
  • 13. Samples: goals and objectives
    • Students will be able to utilize the skills of listenig and speaking for the purposes of: socializing, providing and obtaining information, expressing personal feelings,and opinions, persuading others to aopt a course of action, in the targeted topic areas by:
    • Students will be able to utilize the skills of reading and writing for the purposes of ...
    • Students will develop cross cultural skills and understanding of perceptions, gestures, folklore and family and community dynamics by:
    • Students will develop skills that enale them to work together cooperatively by:
  • 14.
    • Comprehend messages and short conversations when listening to peers, familiar adults and care providers of public services in face to face interaction.
    • Understand the main idea and some discrete information in television radio or live presentations.
    • Initiate and sustain conversations face to face with native spaekers or more fluent individuals.
  • 15.
    • Read and comprehend materials written for native speakers when the topic and the language are familiar.
    • Write short notes, uncomplicated personal and business letters, brief journals and short reports.
  • 16.
    • Exhibit comprehensive knowledge of cultural traits and patterns.
    • Understand how words, body language, rituals and social interactions inluence communication.
  • 17.
    • Demonstrate the ability to listen actively to speakers within the classroom setting.
    • Restate and summarize material for the benefit of the group.
    • Personal identification,house/home, services/repairs, family life, health, leisure, travel.