Course design
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The document discusses course design and its key elements. It notes that course design refers to conceptualizing, organizing, and arranging curriculum elements into a coherent structure. The main components of course design include needs diagnosis, objective formulation, content selection, content organization, organizing learning experiences, and determining evaluation. Course design provides a basis for syllabus design, materials development, teaching, and assessment. It involves analyzing factors like learner profiles, teacher profiles, program purposes and implementation methods.
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The document discusses establishing realistic goals for language learning programs. It emphasizes communicating with others, personal growth, and using the language like near-native speakers through tasks like negotiating, corresponding with foreign companies, and leading business meetings in English. It also discusses surveying existing programs, establishing goals influenced by trends in teaching, and outlining courses to describe what students will learn, when, how, and how it will be evaluated. The summary evaluates course materials and considers factors like the student population, socio-economics, time available, and classroom setting.
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This document discusses the importance of need analysis in developing an effective second language curriculum. It explains that need analysis is the first stage of the curriculum development process, where data is collected through methods like questionnaires to identify the needs, wants, desires and motivations of language learners. Understanding learner needs helps curriculum developers determine objectives and content for the curriculum. The document emphasizes that without conducting a need analysis, the curriculum may fail to properly identify its goals and be ineffective for teaching the second language.
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A framework of course development processes
The document discusses needs analysis for language learning. It defines needs analysis and lists its typical steps: determining goals and objectives, conceptualizing content, selecting materials and activities, organizing content and activities, evaluation, and considering resources and constraints. It also discusses determining learner needs, common purposes of needs analysis, who is involved in the needs analysis process, and examples of procedures and information used to conduct a needs analysis.
Course Planning and Syllabus Design
This document discusses course planning and syllabus design. It begins by explaining course rationale, which describes the reasons for a course and the intended teaching/learning. Key aspects of course rationale include who the course is for, what it covers, and how learning will occur. Determining scope and sequence is also important - scope refers to breadth/depth of content coverage, while sequence considers ordering content from simple to complex. The document then discusses selecting a syllabus framework, such as situational, topical, or task-based. Developing instructional blocks like modules or units is also covered. The planning process concludes by preparing a scope and sequence plan listing modules/units and their time requirements.
English for Specific Purposes and Syllabus Design - Niamy Barcelona
Munby's model from 1978 contains 9 components for analyzing learners' communicative needs for an English for Specific Purposes course, including the learners, purpose, setting, interaction style, language varieties, proficiency level, intended language tasks, and communication goals. Needs analysis is important for designing an effective syllabus that matches learners' target language needs, learning needs, attitudes, and preferred learning styles. Data is primarily collected through questionnaires, interviews, and assessments to understand objectives and appropriately structure the course. Ongoing needs analysis allows revision of objectives and teaching methods to best serve learners.
Needs analysis for curriculum design
An efficient needs analysis for curriculum design should involve gathering data from primary, secondary, and tertiary stakeholders using questionnaires, interviews, and other techniques. Needs analysis is important for understanding the target situation and learning situation, and needs are neither universal nor permanent. A good needs analysis is systematic, uses triangulation of methods and sources, and favors integrating English for academic purposes courses with disciplinary programs.
Course design nunan
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The document discusses establishing realistic goals for language learning programs. It emphasizes communicating with others, personal growth, and using the language like near-native speakers through tasks like negotiating, corresponding with foreign companies, and leading business meetings in English. It also discusses surveying existing programs, establishing goals influenced by trends in teaching, and outlining courses to describe what students will learn, when, how, and how it will be evaluated. The summary evaluates course materials and considers factors like the student population, socio-economics, time available, and classroom setting.
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This document discusses course planning and syllabus design. It begins by explaining course rationale, which describes the reasons for a course and the intended teaching/learning. Key aspects of course rationale include who the course is for, what it covers, and how learning will occur. Determining scope and sequence is also important - scope refers to breadth/depth of content coverage, while sequence considers ordering content from simple to complex. The document then discusses selecting a syllabus framework, such as situational, topical, or task-based. Developing instructional blocks like modules or units is also covered. The planning process concludes by preparing a scope and sequence plan listing modules/units and their time requirements.
English for Specific Purposes and Syllabus Design - Niamy Barcelona
Munby's model from 1978 contains 9 components for analyzing learners' communicative needs for an English for Specific Purposes course, including the learners, purpose, setting, interaction style, language varieties, proficiency level, intended language tasks, and communication goals. Needs analysis is important for designing an effective syllabus that matches learners' target language needs, learning needs, attitudes, and preferred learning styles. Data is primarily collected through questionnaires, interviews, and assessments to understand objectives and appropriately structure the course. Ongoing needs analysis allows revision of objectives and teaching methods to best serve learners.
Needs analysis for curriculum design
An efficient needs analysis for curriculum design should involve gathering data from primary, secondary, and tertiary stakeholders using questionnaires, interviews, and other techniques. Needs analysis is important for understanding the target situation and learning situation, and needs are neither universal nor permanent. A good needs analysis is systematic, uses triangulation of methods and sources, and favors integrating English for academic purposes courses with disciplinary programs.
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The document discusses course planning and syllabus design. It covers developing a course rationale, describing entry and exit levels, choosing course content, sequencing content, and planning the syllabus. A course rationale answers questions about who the course is for, what it covers, and what teaching and learning will occur. It guides planning and provides focus. Entry and exit levels describe student proficiency before and after a course. Course content choices are based on objectives and needs. The document also reviews the Philippines' previous and current basic education curriculums.
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Curriculum design defined
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course and syllabus design
Syllabus design involves organizing instructional content and evaluation methods. It differs from curriculum which outlines broader educational goals. When designing a course, instructors must select a syllabus framework and develop instructional blocks. Various approaches to syllabus design include grammatical, lexical, functional, situational, topical, competency-based, text-based, skills-based, and task-based. No single approach is best - instructors should consider learner needs and integrate multiple approaches. The goal is not to choose one type but to connect different types to effectively teach language skills.
Language teacher education by distance
1) Language teacher education by distance (LTED) has grown since the 1990s due to new technologies enabling more efficient distribution of knowledge.
2) LTED programs have characteristics like physical separation of teachers and learners but involvement of educational institutions and use of media for communication.
3) While technologies enable new forms of online discussion and learning, LTED still faces challenges like isolation of learners and high dropout rates. More research is needed to understand and improve LTED practices and quality assurance.
Environment analysis
1. The document discusses environment analysis, which involves analyzing constraints and factors related to the teaching situation that could impact course design. These include the learners, teachers, and teaching/learning environment.
2. An example is provided of an environment analysis for a course for young Japanese learners who had lived abroad and were taking weekly classes to maintain their English skills back in Japan. Key constraints included limited class time and opportunities to use English outside class.
3. The constraints could affect curriculum design, such as guiding parents to provide extra English practice, using fun, meaningful activities to maintain student interest, and focusing on teacher-centered rather than pair/group work due to the language barrier. A wider analysis may also consider
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The document discusses principles underlying language curriculum and objectives in language teaching. It states that curriculum aims to help students become literate and successful language learners by understanding language, communicating effectively, making connections, thinking critically, understanding perspectives, and appreciating culture. Objectives must be consistent with aims, describe learning outcomes precisely, and be feasible to assess whether aims are attained. Aims and objectives provide guidelines for teaching and focus instruction on achieving intended outcomes.
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This document discusses factors that affect ESP (English for Specific Purposes) course design. It begins by introducing Group 3 and then discusses needs analysis, which involves determining target needs by gathering information on how language will be used as well as learning needs by analyzing how learners learn. Target needs refer to what learners need to do in the target situation and include necessities, lacks, and wants. Learning needs consider why learners take the course and available resources. Both target and learning needs are important to consider for ESP course design and are analyzed using frameworks that examine aspects like purpose, content, and participants.
Materials design
This document discusses several important considerations for selecting and developing materials for ESP (English for Specific Purposes) courses. It notes that materials should equip students with the knowledge needed for their future careers and should include both general and subject-specific materials. The materials must also align with cognitive theory and focus on problem-solving, while being relevant, motivating and useful for students. Proper evaluation of materials is important both before, during and after their use in a course.
Format and Presentation
The document provides guidelines for formatting and presenting language learning materials based on the environment and needs. It discusses factors to consider for learners, teachers, and the physical situation. It also outlines principles for effective language learning, including maintaining motivation, balancing different activity types, providing comprehensible input and opportunities for output and fluency development. Specific examples are given for different activity types like meaning-focused input/output and language-focused learning. Blocks and threads as organizational structures are also described.
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Part of a full series of ppts on curriculum development available on EFL Classroom - https://community.eflclassroom.com/forum2/topics/elt-curriculum-development
Course design intro unit 1
This document discusses course design for English for Specific Purposes (ESP). It emphasizes the importance of gathering information through questions to appropriately tailor a course. The key points are:
1. ESP teaching requires determining the specific needs, knowledge, and learners to design an effective course.
2. To properly design an ESP course, teachers must ask questions about why, how, when, where, and who students need to use English in order to determine the syllabus, materials, teaching methods, and evaluation.
3. A variety of question types are important, including general, specific, theoretical, and practical questions, to fully understand the learners' needs and context.
Language descriptions
The document outlines and compares different approaches to describing language: classical/traditional grammar, structural linguistics, transformational generative grammar, language variation and register analysis, functional/notional grammar, and discourse (rhetorical) analysis. Classical grammar is based on analysis of word roles in sentences but has limited application to English. Structural linguistics describes language through substitution tables and syntagmatic structures, providing a means to sequence language items but failing to explain relationships of meaning.
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Course planning and syllabus design
This document discusses key aspects of course planning and syllabus design, including selecting content, determining scope and sequence, and structuring the course. It explains that syllabus design focuses on content selection and grading, while methodology refers to selecting learning tasks. An effective syllabus fits learners' needs and aims through classroom activities. Key steps in design include determining entry/exit levels, choosing content based on assumptions about language and learning, sequencing content, and structuring the course with instructional blocks like modules and units. Modules and units help make courses more teachable while providing progression and coherence.
Lecture 5
This document discusses three main approaches to ESP (English for Specific Purposes) course design: language-centered, skills-centered, and learning-centered. The language-centered approach aims to directly connect target situation analysis to course content but fails to consider learners. The skills-centered approach focuses on developing reading abilities based on theoretical and pragmatic hypotheses but may not achieve goals. The learning-centered approach sees learning as determined by learners and influenced by their knowledge and motivation; it negotiates between target needs and learning situations at every stage.
Project-based learning - Tchello & Erwin
This document outlines project-based learning (PBL) and its use in teaching English as a foreign language. It defines PBL as a student-centered, collaborative approach that integrates skills development through various product outcomes. The document discusses benefits of PBL like increased motivation and performance. It also describes stages of PBL including problem definition, planning, monitoring and assessment. Finally, it explains the teacher's role is to inspire students and be a role model, while PBL allows students to develop autonomy, leadership and knowledge matching their needs and goals.
Course Planning and Syllabus Design
The document discusses course planning and syllabus design. It covers developing a course rationale, describing entry and exit levels, choosing course content, sequencing content, and planning the syllabus. A course rationale answers questions about who the course is for, what it covers, and what teaching and learning will occur. It guides planning and provides focus. Entry and exit levels describe student proficiency before and after a course. Course content choices are based on objectives and needs. The document also reviews the Philippines' previous and current basic education curriculums.
Chapter 6, curriculum development in language teaching. j.c. richards
The document discusses various levels of planning and development involved in creating language courses, including developing a course rationale, describing entry and exit levels, choosing content, sequencing content, and planning course structure. It provides examples and considerations for each step, such as developing a rationale that describes who the course is for and what kind of teaching and learning will occur, using proficiency scales to define entry and exit levels, and selecting a syllabus framework like situational, topical, or functional to structure the course content. The planning process involves multiple iterations and balancing of factors to create an effective course.
ESL Curriculum.development presentation
This document provides an overview and recommendations for revising an ESL curriculum for adult learners. It discusses the purpose and problems of the original curriculum. The conceptual framework and principles of a revised curriculum are outlined, including ensuring activities integrate reading and writing around meaningful tasks. Considerations for revision include aligning objectives, content, and assessments to learner needs and proficiency levels. The role of textbooks is also addressed.
Planning goals and learning outcome (aims, goals, and Objectives)
The document discusses 5 curriculum ideologies that shape language teaching: 1) Academic rationalism, 2) Social and economic efficiency, 3) Learner-centeredness, 4) Social reconstructionism, and 5) Cultural pluralism. It also discusses the differences between goals/aims and objectives in curriculum planning. Goals describe the general purposes of a curriculum, aims describe changes a program seeks to bring about, and objectives provide more specific descriptions of purposes in terms of observable and measurable learning outcomes. The document cautions that objectives can trivialize teaching and be product-oriented. It suggests competencies as an alternative, describing observable behaviors needed for real-world activities.
Curriculum design defined
Curriculum design refers to arranging curriculum components like aims, goals, objectives, subject matter, learning experiences, and evaluation approaches into a coherent framework. It is influenced by curricular approaches and philosophical orientations. There are four questions curriculum designers consider: what is to be done, what subject matter is included, what instructional strategies will be used, and how results will be evaluated. Sources of curriculum design include science, society, eternal/divine principles, and knowledge.
Textbooks in ELT
This document discusses the role of textbooks in language teaching programs. It summarizes Richards' view that textbooks provide structure but should not be the only resource, and that teachers need training to adapt textbooks. The advantages of textbooks include structure, standardized lessons, and models for students, while the disadvantages include inauthentic language and limiting teacher creativity. Both benefits and drawbacks must be considered, and textbooks should be evaluated and adapted to student needs. The document also summarizes Bolitho's description of the process for designing textbooks, including initiation, writing, and promotion phases that involve needs analysis, author training, and evaluation.
course and syllabus design
Syllabus design involves organizing instructional content and evaluation methods. It differs from curriculum which outlines broader educational goals. When designing a course, instructors must select a syllabus framework and develop instructional blocks. Various approaches to syllabus design include grammatical, lexical, functional, situational, topical, competency-based, text-based, skills-based, and task-based. No single approach is best - instructors should consider learner needs and integrate multiple approaches. The goal is not to choose one type but to connect different types to effectively teach language skills.
Language teacher education by distance
1) Language teacher education by distance (LTED) has grown since the 1990s due to new technologies enabling more efficient distribution of knowledge.
2) LTED programs have characteristics like physical separation of teachers and learners but involvement of educational institutions and use of media for communication.
3) While technologies enable new forms of online discussion and learning, LTED still faces challenges like isolation of learners and high dropout rates. More research is needed to understand and improve LTED practices and quality assurance.
Environment analysis
1. The document discusses environment analysis, which involves analyzing constraints and factors related to the teaching situation that could impact course design. These include the learners, teachers, and teaching/learning environment.
2. An example is provided of an environment analysis for a course for young Japanese learners who had lived abroad and were taking weekly classes to maintain their English skills back in Japan. Key constraints included limited class time and opportunities to use English outside class.
3. The constraints could affect curriculum design, such as guiding parents to provide extra English practice, using fun, meaningful activities to maintain student interest, and focusing on teacher-centered rather than pair/group work due to the language barrier. A wider analysis may also consider
Online Teaching Essentials 2.0
This document provides guidance on essential elements for effective online teaching, including course organization, backwards design based on Bloom's Taxonomy, presenting content through recorded lectures, and building a community among learners. It recommends organizing the course into logical modules with consistent structure; designing learning outcomes, content, and assessments based on higher-order cognitive levels; recording short, focused lecture videos; and facilitating interaction between instructor and students as well as among peers to reduce isolation and dropout rates.
Curriculum Approach in Language Teaching
The document discusses principles underlying language curriculum and objectives in language teaching. It states that curriculum aims to help students become literate and successful language learners by understanding language, communicating effectively, making connections, thinking critically, understanding perspectives, and appreciating culture. Objectives must be consistent with aims, describe learning outcomes precisely, and be feasible to assess whether aims are attained. Aims and objectives provide guidelines for teaching and focus instruction on achieving intended outcomes.
Course planning and syllabus design in language teaching
This presntation is based on chapter six of the book "Curriculum Development in Language Teaching" By: Jack C. Richards. Cambridge Language Education.
Syllabus
This document discusses the components of an effective course syllabus and different types of syllabuses. An effective syllabus should include: 1) the reason and intended audience for the course, 2) educational objectives, 3) learning tasks and expected time to complete them, 4) evaluation methods, and 5) other necessary information. There are several types of syllabuses including structural, notional, functional, situational, communicative, and eclectic which combine approaches. The document provides details on each type of syllabus.
Need analysis (English Specific Purpose)
This document discusses factors that affect ESP (English for Specific Purposes) course design. It begins by introducing Group 3 and then discusses needs analysis, which involves determining target needs by gathering information on how language will be used as well as learning needs by analyzing how learners learn. Target needs refer to what learners need to do in the target situation and include necessities, lacks, and wants. Learning needs consider why learners take the course and available resources. Both target and learning needs are important to consider for ESP course design and are analyzed using frameworks that examine aspects like purpose, content, and participants.
Materials design
This document discusses several important considerations for selecting and developing materials for ESP (English for Specific Purposes) courses. It notes that materials should equip students with the knowledge needed for their future careers and should include both general and subject-specific materials. The materials must also align with cognitive theory and focus on problem-solving, while being relevant, motivating and useful for students. Proper evaluation of materials is important both before, during and after their use in a course.
Format and Presentation
The document provides guidelines for formatting and presenting language learning materials based on the environment and needs. It discusses factors to consider for learners, teachers, and the physical situation. It also outlines principles for effective language learning, including maintaining motivation, balancing different activity types, providing comprehensible input and opportunities for output and fluency development. Specific examples are given for different activity types like meaning-focused input/output and language-focused learning. Blocks and threads as organizational structures are also described.
Syllabus Types
Part of a full series of ppts on curriculum development available on EFL Classroom - https://community.eflclassroom.com/forum2/topics/elt-curriculum-development
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Chapter 6, curriculum development in language teaching. j.c. richards
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Planning goals and learning outcome (aims, goals, and Objectives)
Course planning and syllabus design in language teaching
Course planning and syllabus design in language teaching
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Course design intro unit 1
This document discusses course design for English for Specific Purposes (ESP). It emphasizes the importance of gathering information through questions to appropriately tailor a course. The key points are:
1. ESP teaching requires determining the specific needs, knowledge, and learners to design an effective course.
2. To properly design an ESP course, teachers must ask questions about why, how, when, where, and who students need to use English in order to determine the syllabus, materials, teaching methods, and evaluation.
3. A variety of question types are important, including general, specific, theoretical, and practical questions, to fully understand the learners' needs and context.
Language descriptions
The document outlines and compares different approaches to describing language: classical/traditional grammar, structural linguistics, transformational generative grammar, language variation and register analysis, functional/notional grammar, and discourse (rhetorical) analysis. Classical grammar is based on analysis of word roles in sentences but has limited application to English. Structural linguistics describes language through substitution tables and syntagmatic structures, providing a means to sequence language items but failing to explain relationships of meaning.
Esp.language descriptions
The document provides an overview of various linguistic theories and their implications for language teaching, including:
1. Classical/traditional grammar focuses on the role of words in sentences, while structural linguistics describes grammar through sentence structures.
2. Transformational generative grammar examines deep and surface language structures and meanings.
3. Functional/notional approaches analyze language in terms of social functions and intentions rather than form.
4. Discourse analysis looks at language use beyond the sentence level and how meaning is constructed between sentences.
5. Different linguistic theories may be more relevant for describing certain features of specific languages.
Methodological options in grammar teaching materials
This document outlines and analyzes different methodological options for teaching grammar based on Rod Ellis's (2002) work. It finds that most grammar practice books rely on explicit descriptions and controlled production exercises. However, it suggests discovery-based learning, noticing grammatical features through input processing, and tasks that raise learner consciousness as more effective based on SLA research. The document concludes that while traditional approaches remain common, teaching materials should incorporate insights from SLA theory for more effective grammar instruction.
Language description (Applied Linguistics)
This document describes different approaches to analyzing and describing language:
1. Classical/Traditional Grammar analyzes the grammatical function of each word based on inflections as in Latin and Greek.
2. Structural Linguistics describes grammar through syntagmatic sentence structures and notions of time, number, gender.
3. Transformational Generative Grammar argues structural descriptions are superficial and do not explain relationships of meaning between surface structures.
4. Language Variation and Register Analysis examines how language varies according to context, such as areas of knowledge in English for Specific Purposes.
5. Functional/Notional Grammar focuses on social functions like advising or describing, and how the human mind thinks in
Esp theories of learning
This document discusses several theories of learning:
1) Behaviourism views learning as habit formation through frequent repetition and reinforcement, with an emphasis on correcting errors.
2) Mentalism or cognitivism sees learning as acquiring rules to deal with new experiences, rather than just forming habits.
3) The cognitive view considers learners as active thinkers who try to make sense of information through problem-solving.
4) Affective factors like motivation also influence learning, with two types of motivation identified.
5) Learning is seen as a conscious process while acquisition occurs unconsciously.
6) A model pictures the mind as a network of connections like a roadmap, where new knowledge is built on existing connections
Esp theories of learning
The document discusses several theories of learning, including behaviorism which views learning as habit formation through reinforcement, mentalism which sees learning as acquiring rules through thinking, and cognitivism which considers learners as active processors of information who solve problems. It notes that while a need to acquire knowledge is necessary, learners should also enjoy the learning process. The conclusion advocates an eclectic approach drawing on useful aspects of different theories based on teaching experience rather than any single theory.
The origins of esp
ESP is an approach to language teaching where all content and methodology are based on the learner's reason for learning. There are three main reasons for ESP: 1) English is key to technology and commerce globally, 2) linguistics revolutionized by showing language varies by situation so courses can focus on specific situations, and 3) focus shifted to developing courses highly relevant to individual learners' needs and interests.
English for Specific Purposes
ESP is an approach to language teaching where all decisions about content and methods are based on the learners' reasons for learning. It is not about teaching specialized varieties of English for different professions. ESP course design considers factors like the learners' language needs, backgrounds, and learning situations. Effective course design also draws on language descriptions, learning theories, and needs analysis.
English for Specific Purposes (ESP)
The document discusses the learning-centered approach to course design. It explains that the learning-centered approach considers the learner's needs, skills, attitudes and learning situation at every stage of design. This includes analyzing both the target situation where skills will be used and the current learning situation. The learning-centered process is dynamic and negotiates between these factors when writing syllabus, materials, and evaluations. It implies course design is negotiated between situations and changes over time with feedback.
UTN Group 1 What is ESP
This document summarizes the origins and development of English for Specific Purposes (ESP). It discusses three key trends that contributed to the emergence of ESP: 1) Increased demand for English as an international language after WWII, 2) Advances in linguistic research, and 3) A focus on learner needs and interests. It then outlines four phases in the development of ESP, from early register analysis to needs analysis and skills-based approaches. Finally, it clarifies that ESP is an approach rather than a defined product or methodology.
ESP - English for specific purposes
ESP refers to English for Specific Purposes which designs English language courses based on the specific needs of learners in their fields or occupations. ESP courses focus on developing the grammar, vocabulary, study skills and discourse needed in the target discipline. They use authentic materials from the relevant field and allow self-directed learning. Common ESP courses include English for academic disciplines, occupations, and topics like English for medicine or English for technology.
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Course design
- 1. WRITTEN BY SITI MUNAWAROH and ANA FITRIANA
- 2. Course design basically refers to the process of conceptualizing and organizing and arranging the elements of curriculum into a coherent pattern. (Print,1993). Course design refers to curriculum processes that include the following.( Taba In Dubin & Olsthain, 1986): Diagnosis of needs Formulation of objectives Selection of content Organization of content Organization of learning experiences and Determination of what to evaluate, and mean to evaluate. Course design fundamentally deals with asking questions in order to provide a reasoned basis for the subsequent processes of syllabus design, materials writing, class room teaching and evaluation. (Hutchinson and Waters, 1986).
- 3. We need to look at the three factors separately; it is their interdependence in the course design process which is of greatest importance.
- 5. Language description is the way in which the language system is broken down and description for the purposes of learning. Terms such as ‘structural’, functional, notional’ properly belong to this area. There are six main stage of development that we can identify: Classical or traditional grammar Structural linguistics Transformational generative (TG) Grammar Language variation and register analysis Functional or notional grammar Discourse (rhetorical) analysis
- 6. Learning theories is a view of learning which provide the theoretical basis for the methodology, by helping us to understand how people learn. There are five main stage of development since then which are relevance to the modern language teacher: Behaviourism : learning as habit formation Mentalism : thinking as rule-governed activity Cognitive code: learners as thinking beings. The affective factor : learners as emotional beings. Learning and acquisition
- 7. In analysis process we need some questions. The basic questions that we need to know : Who are the learners? Who are the teachers? Why is the program necessary? Why will the program be implemented? How will it be implemented? There are some factors to answer these questions determine policy: The language setting Patterns of language use in society Education Labor market The process of modernization Group and individual attitudes toward language The political and national context.
- 8. Course design is the process by the raw data about a learning need is interpreted in order to produce an integrated series of teaching- learning experiences, whose ultimate aim is to lead the learners to a particular state of knowledge. There are three main types: language- centerd, skill-centerd and learning-centred. Language centred course design Skill- centred course design. A learning-centred approach