New Direction in Syllabus and Curriculum

1. Chapter3
New Directions in Syllabus and
Curriculum
Subject: English for Specific Purposes
Lecturer
Prof. ROS BUNTHOEUN
Prepared by: Pheuy Tay
Master of Art in TESOL
15 October 2022

2. Content
3.1 The quest for new methods
3.2 Changing needs for foreign languages in Europe
3.3 Communicative Language Teaching
3.4 The search for new syllabus models
3.5 English for specific purposes
3.6 Needs analysis in ESP
3.7 Emergence of a curriculum approach in Language
teaching
Conclusions

4. 3.1 The quest for new method
 After world War II
-Immigrants, Refugees, Foreign students demanded
English courses in UK, Canada, US, Australia.
 The role of English as the International communication had
expanded rapidly by 1950s.
 There was a growth in air travel and international tourism.
 English was supported by the grow of radio, film, and
television.

5. 3.1 The quest for new method (Cont.)
 The emergence of English and USA speaking
superpower.
 The initial response of the English-language teaching
profession was to explore new directions in
methodology.
 More up-to-date teaching methods were added.
 Linguistics was a source of theories about the
organization and structure language.

6. 3.1 The quest for new method (cont.)
 Linguistics -> organization and structure of language
 Oral approach -> Situational approach
 1950s – Situational Approach (British)
 1960s – Audiolingual Method (United States)
 1978 – Audiovisual Method (Europe)
Note: The Oral Approach relies on the use of situations to teach
language. A situation is the use of such as pictures, objects, and or
realia, to teach.

7. 3.2 Changing needs for foreign
languages in Europe
 The upsurge (an increase) in English language teaching
(since the mid-1950s – 1960s) can be called a language
teaching revolution.
- Why/How people learn a second language ?
 In 1970s, many European countries determined that foreign
languages should be taught in the school system.

8. 3.2 Changing needs for foreign
languages in Europe (Cont.)
 In 1969 the Council of Europe came to the following
conclusions:
- The language barriers (Obstacles) must be removed
for the countries in Europe.
- Modern languages provide intellectual enrichment
rather than obstacles to unity.
- If modern European languages become general,
cooperation and mutual understanding will be possible
in Europe.

9. 3.3 Communicative Language
Teaching(CLT)
 CLT was a response to change thought about the
nature of language.
 CLT was a broad approach to teaching that resulted
from a focus on communication as the organizing
principle for teaching rather than a focus on mastery
of the grammatical system of the language.
 Communicative Language Teaching in Europe:
- Need for society
- Need for learners

10. 3.3 Communicative Language Teaching
CLT (Cont.)

11. 3.4 The search for new syllabus models
 A new type of syllabus might meet the needs of
achieving communicative competence and proposed a
notional syllabus (Wilkins 1976).
 Wilkins described the traditional type of grammar-
based syllabus as a synthetic approach.

12. 3.4 The search for new syllabus models
 A synthetic approach is contrasted with an analytic
approach.

13. 3.4 The search for new syllabus models
(Cont.)
 As an example of an analytic approach, the notional
syllabus proposed by Wilkins would contain three kinds
of categories of meaning: semantico-grammatical
meaning, modal meaning, and communicative function.
 Semantico-grammatical meaning and modal meaning
describe the meaning underlying grammatical contrasts
and concepts.

14. 3.4 The search for new syllabus models
(Cont.)
In 1987, Yalden proposed that a syllabus should focus on the
following aspects:
1. a detailed description of the different purposes for which
learners would be using a second language.
2. an account of the different settings in which the language
would be used, including both physical and social settings.
3. an account of the role or roles of both the learner and the
interlocutors in any communicative interaction.

15. 3.4 The search for new syllabus models
(Cont.)
4. the range of communicative events in which the learner
would participate, including social, professional and
academic events.
5. the different language functions that would occur in
such events, i.e., what the learner would be able to do
with the language that was acquired.

16. 3.4 The search for new syllabus models
(Cont)
4. New directions in syllabus and curriculum design • 61
6. the notions or concepts that the learner needed to
express or discuss.
7. the discourse skills needed to create coherent discourse.

17. 3.4 The search for new syllabus models
(Cont.)
8. the varieties of spoken and written language that are
involved, including both formal and informal uses of
language.
9. the range of grammatical forms that would be needed;
10. the extent of vocabulary knowledge needed to sustain
communication.

18. 3.5 English for specific purposes
The ESP approach concerns:
 The need for Non-English background students.
 The need for employment.
 The need for business purpose.
 The need for migrants.

19. 3.5 English for specific purposes (Cont.)
Discussion Question:
Do you think a learner studying English for a Specific
Purpose would need different grammar from one
studying English for general purposes?

20. 3.5 English for specific purposes (Cont.)
 In 1970s, the ESP approach in language teaching
drew on Register Analysis and Discourse
Analysis to determine the linguistic
characteristics of different disciplines such as
medicine, engineering or science.
 A register is a variety of language determined
according to its use in different setting.

21. 3.5 English for specific purposes (Cont)
 In 1970s the ESP approach:
- Register Analysis : distinctive patterns of occurrence
of vocabulary, verb forms, noun phrases, and tense
usage.
 Three categories describes the register:
- the research process
- the vocabulary of analysis
- The vocabulary of evaluation

22. 3.5 English for specific purposes (Cont.)
 Discourse analysis (DA), or discourse studies, is
an approach to the analysis of written, vocal, or
sign language use, or any significant semiotic
event.
 Discourse analysis may be classified into :
 descriptive
 narrative
 Expository (describe)
 argumentative.

23. 3.6 Needs analysis in ESP
An important principle of ESP approaches to
Language teaching is that the purposes for
which a learner need a language should be the
starting point in designing a course and
syllabus.

24. 3.6 Needs analysis in ESP
Munby’s approach initiated the more rigorous approaches
to needs analysis in ESP course design that are used today.
Basturkmen (20210) summarizes as follows:
 Target situation analysis: tasks, activities…
 Discourse analysis: descriptions of language uses
 Present situation analysis: what learners know and do
not know.
 Learner factor analysis: motivation, perception needs.
 Teaching context analysis: what realistically the ESP
course and teacher can offer.

25. 3.7 Emergence of a curriculum approach
in language teaching.
Tyler’s , 1950s Simpler Model

26. 3.7 Emergence of a curriculum approach
in language teaching. (Cont.)
• Tyler’s model soon penetrated, and curriculum
were soon full of models as following (Inglis 1975)
1. NEED
Aims Objectives
2. IMPLEMENTATION
Methods Techniques
3. PLAN
Strategies Tactics
4. REVIEW
Evaluation Consolidation (Making Stronger)

27. 3.7 Emergence of a curriculum approach
in language teaching. (Cont.)
Nicholls and Nicholls’s Model

28. Conclusion
The aim of the following chapters is to survey
concepts, issues, and practices in each of these
areas in order to understand the kind of planning
and decision making that is involved in developing
language curriculum and language courses.

29. សូ មអរគុណ
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