2. - is a strategic tool, it is
a process to identify all
the external and
internal elements,
which can affect the
organization’s
performance
3. Aim
- to find the
situational factors
that will strongly
affect the course
4. •Environment analysis (Tessmer,
1990) involves looking at the
factors that will have a strong
affect on decisions about the
goals of the course, what to
include in the course, and how to
teach and assess it.
•“situation analysis” or
“constraints analysis”
6. Example :
•Japanese learners aged
six to nine years old who
had lived in English-
speaking countries while
their parents were
posted there.
7. Important Constraints
• Limited class time and contact time.
• Learner’s interest in learning English.
• Easy communication using Japanese than
in English.
• Range of levels of English proficiency to
be proficient for the age.
• Learners had been learning English in
much the same ways as native speakers.
8. Effects on Curriculum
Design
• Parent’s guidance to their children.
• Activities should be fun.
• Activities should carry over to the
next class.
• Activities should be largely
teacher-centered.
• Activities should be meaning-
focused.
• Language-focused activities
9. Environment Constraints
- Are any limitations on strategy
options due to political, external,
competition, social requirements and
expectations, cultural or economic
factors, technological or legal
requirements.
10. The language curriculum in
a situation where:
• the target language is recognized as one of a country’s
official languages (political and national context)
• there are relatively few native speakers (the language
setting)
• there are relatively few opportunities to use the
language outside the classroom (patterns of language
use in society)
• majority-language speakers doubt the target language
has contemporary relevance (group and individual
attitudes)
11. Understanding the
Constraints
• to examine the nature of the constraints in
the environment
• to examine previous research on the
constraints
12. Some of major constraints
• time available
• cultural background
• the effect of the first language on
language learning and special purposes
13. The Constraints of Time
• examining the local environment
• looking at previous research
• considering the effect of the constraint on the
design of the course
15. Steps in Environment
Analysis
• Brainstorm and then systematically consider the range of
environment factors that will affect the course.
• Choose the most important factors (no more than five) and rank
them, putting the most important first.
• Decide what information you need to fully take account of the
factor. The information can come from investigation of the
environment and from research and theory.
• Consider the effects of each factor on the design of the course.
• Go through steps,1,2,3, and 4 again.