This document discusses different approaches to course design for teaching English for specific purposes. It describes language-centered course design, which directly connects the analysis of the target language situation to course content. It also covers skills-centered design, which focuses on the underlying skills and strategies used by learners. Additionally, it discusses learning-centered design, which views learning as determined by learners' use of prior knowledge to make sense of new information.

1. Course Design
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2. What is course design ?
It is a substantial and important part of the workload
Designing a course is fundamentally a matter of asking
questions inorder to provide a reasoned basis for the
subsequent processes of syllabus design, materials
writing, classroom teaching and evaluation.
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4. Getting to know the learners
In order to develop a course which meets the learner’s
communication needs in your language, it will be
necessary for you to find out more about the people
in your class.
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5. Language needs
 Why are you learning this language ?
 Will you need to write/read/speak/listen in the
language ?
 In what situation will you use the language ?
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6. Approaches to course design
Given on the 9th meeting
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7. Course design
 Definition
 The proces by which the raw data about a lerning is
interpreted in order to produce an integrated series
of teching-learning experiences, whose ultimate
aims is to lead the learners to a particular state of
knowledge
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8. Language centred course design
 The aims of the language cetred design are to draw
as direct connection as possible between the
analysis of the target situation and one content of the
ESP course.
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9. The figure of a language-centred
Identify learners’
target situation
Select theoretical
views of language
Identify linguistic features of target situation
Create
syllabus
Design materials to
exemplify
Establish evaluation procedures to test
acquisition of syllabus terms
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10. Skill centred course design
 The skills-centred approach is founded on two
fundamental principles
a. Theoritical
b. pragmatic
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11. Theoretical
 The basic theoretical hypothesis is that underlying
any language behaviour are certain skills and
strategies, which the learner uses in order to
produce or comprehend discourse.
 A skills centred approach aims is o get a way from
the surface performance data and look at the
competence that underlies the performance.
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12. Pragmatic
 The process oriented approach tries to avoid this
problem by removing the distinction between the
ESP course and the target situation.
 The ESP course is not seen as a situation
performers, because a number of students are likely
to achieve this proficiency.
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13. A learning centred approach
 A learning centred approach is based on the
principle that learning is totally determined by the
learner
 As teachers we can influence what we teach, but
what learners learn is determined by the learners
alone.
 Learning is seen as a process which the learnes use
what knowldege or skills they have in order to make
sense of the flow of new information.
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14. Figure
A language centred approach
A skills centred approach
Identify target situation
Analyse target situation
Anlayse learning situation
Write syllabus
Write materials Teach material Evaluate learners
achievement
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