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Efl materials preparation context and syllabus
This document discusses factors to consider when preparing language teaching materials. It outlines a framework with three main factors: learners, teaching context, and syllabus type. The goals of the language program should be based on an analysis of the learners and context. This will inform the selection of an appropriate syllabus type, which then impacts the materials and classroom methods chosen. Several syllabus types are described, and it is noted that the best approach is often eclectic, combining aspects of different types. Careful consideration of learners, context and goals is important for developing effective teaching materials.
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Efl materials preparation context and syllabus
- 1. Kingdom of SaudiArabia The Royal Commission at Yanbu Yanbu University College Yanbu Al-Sinaiyah x The framework of Material and Methods: Context and syllabus Chapter (1) EFL Materials Preparation LING 405 Semester II – 2010/2011 Applied Linguistics
- 2. What is thischapter about? • “Planning a successful language program means; NOT only to consider content and presentation of teaching materials, but it means taking into consideration an number of other factors too”. (Richards, 1985). • Although teachers work in different situations, with different learners, with different aims and in different contexts, their work can be described along with shared and generalized dimensions. • These dimensions are: learners, the teaching context and the syllabus types available to us. • The differences lie in the relative importance of these factors and the choices made. 2/11/2012
- 3. Introducing the scene Richards(1985): "The current statue of English has turned a significant percentage of the world's population into part-time users of English". However, wherever we work, we share many assumptions of what we do; we prepare teaching materials, classroom methods and techniques based on common or comparable principles. Yet, we, as teachers, feel isolated! How? 2/11/2012
- 4. Introducing the scene Different expectations Under pressure Geographically isolated Different unique problems Lack access to any sort of professional development channels (in-service training-journals-workshops) No Internet at the workplace 2/11/2012
- 5. The Need fora common core No matter where we teach., each teacher has his/her own teaching situation in any part of the world. (Thinking beyond our teaching circumstance ) 2/11/2012
- 6. Why do weneed a common core? 1. To define objectives of a syllabus OR a curriculum we have to have goals. 2. Common core is very useful upon looking on the material selected by us or the educational authorities, because both should be based on the pedagogical principles and method design. 3. When we need to plan any language program we need to look for stages of planning which should include several factors, e.g., why a group of learners? Which environment?? For what? 2/11/2012
- 7. Shared Framework Objective ofthe framework: To show the standard phases of planning a language program The two factors considered: 1. The wide-range criteria on which decisions about language teaching programs are based. 2. Pedagogical principles according to which materials and methods are actually designed. 2/11/2012
- 8. The Framework ofLanguage Teaching Learners Context Implementation of GOALS Educational setting Syllabus construction Materials, classroom methods Framework of Language Teaching. (McDonough and Shaw, 2003) 2/11/2012
- 9. The Framework ofLanguage Teaching The overall goals of a language teaching program is to know why a group of learners in Learners a certain environment needs to learn English. Context Implementation of GOALS These goals of language teaching may be stated generally (embedded in the national policy, or the whole a country), or specifically ( for more restricted environment: age Educational setting group, school, and class.). Syllabus construction Example “to meet the needs of learners who need to improve their ability to communicate when studying abroad.”.4. OR “to create a society which will methods Materials, classroom be able to use the language to communicate effectively wherever the needs arise” Framework of Language Teaching. (McDonough and Shaw, 2003) 2/11/2012
- 10. The Framework ofLanguage Teaching Learners There is a range of possibilities for defining goals of language teaching Context for a country, age group, a school, a class or for one learner; or Implementation of GOALS whether for general educational purposes, EAP, ESP or any other reason. Methods and materials cannot be seen in isolation, but are embedded Educational setting Syllabus construction in a broader professional context. This is what M. and Shaw started with: Goals should be realistic- for specific circumstances: equipments+ EDU+ multimedia: Framework of Language Teaching. (McDonough and Shaw, 2003) 2/11/2012
- 11. The Framework ofLanguage Teaching Learners Context Implementation of GOALS The statement of goals, then, related to the learners and conditioned by the setting, leads to the selection of an appropriate type of syllabus content and specification The broad syllabus outline then will in turn have direct implications for the more detailed design and selection ofEducational setting the planning of individual lessons, the materials and tests, management of the classroom itself. Syllabus construction Materials, classroom methods Framework of Language Teaching. (McDonough and Shaw, 2003) 2/11/2012
- 12. Stern’s comprehensive conceptual framework (p.5) No single factor should offer a solution to most language learning problems. All factors must be considered and language teaching should be seen as interdisciplinary. Read the views he proposes on p.5. 2/11/2012
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- 14. Context Contextual Factors Learners Setting 2/11/2012
- 15. Contextual Factors Learners Learning styles Academic and educational level age L1 Aptitude Personality Motivation Attitudes to learning Reasons for learning Level of proficiency Read pages 6-7 to learn how each characteristic may affect setting the goals
- 16. Context Contextual Factors Setting All factors in included in the setting will determine whether the aims of the language are actually feasible and realistic, which, for EFL teachers, will influence the 2/11/2012
- 17. Context Contextual Factors Setting The role of the teach in the country Tests Management Personnel The role of English in the school Time teachers Procedures Resources The sociocultural environment Physical environment Number of students Read in details to learn about how each relates to the setting. Pp:7-8. 2/11/2012
- 18. Context Contextual Factors The Setting conditions how… Goals are carried out.. Courses are planned.. Syllabus is designed.. Materials and resources selected. . Methods are agreed upon.. 2/11/2012
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- 22. What is theDifference between Syllabus and Curriculum? A complete set of taught martial in a school system. (Prescriptive ) Syllabus Curriculum -The content of topics to be -Objectives covered. -Methods chosen -Time line of a particular -Standards to be achieved by students course. -Focus of study, consisting of various -The way the content is courses all designed to reach a organized..p.13 particular proficiency or qualification. 2/11/2012
- 23. What is thedifference between approach, technique and methods? 2/11/2012
- 24. The syllabus p.11 & 16 2/11/2012 p.13:syllabus inventory.
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- 27. Words to remember.. “An approved textbook may easily become the curriculum in the classroom, yet fail to incorporate significant features of the policy or goals that it is supposed to address. Reliance on the textbook may distract attention from behaviours andJudith M. (1999). Lamie, educational beliefs crucial to the achievement of desired outcomes”. 2/11/2012
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- 35. The syllabus Page 20 2/11/2012
- 36. More to remember… “Nosingle type of syllabus is appropriate for all teaching settings”. (Mohseni, 2008) “it is uncommon for one type of syllabus to be utilized fully in actual teaching settings”. (Mohseni, 2008). “it is wise to take an eclectic approach, taking what is useful from each theory and trusting also in the evidence of your own experience as a teacher”. Hutchinson and Waters (1987:51) “the teacher’s understanding of language and language use will have a major impact on material's selection, since it will reflect the role of the previously determined goals for the materials, the focus will be of the materials themselves and the activities within them”. 2/11/2012
- 37. Remember.. However good thetextbook, it will never be perfect for every teacher's teaching situation. In some respect it will always need adapting, modifying or supplementing. The only limit for this is the teacher's time and imagination. With a little of both most objectives can be fulfilled. Lamie, Judith M. (1999). Before you make decision on the material you need to prepare, think about: What is the rational for the kinds of activities employed and their sequencing within the material. (Richards, 2005) 2/11/2012
- 38. Which syllabus typewould be best for you? 2/11/2012
- 39. References Johnson, K. (1999).Understanding language teaching: Reasoning in action. New York: Heinle & Heinle. Lamie, Judith M. (1999). Making the Textbook More Communicative The Internet TESL Journal, Vol. V, No. 1, January 1999 http://iteslj.org/Articles/Lamie-Textbooks.html Nunan, D. (1999). Second language teaching and learning. Boston, MA: Heinle & Heinle. Reilly, T. (1988). Approaches to Foreign Language Syllabus Design http://www.ericdigests.org/pre-928/design.htm Richards, J.(1996). Teachers’ maxims in language teaching. TESOL Quarterly, 30, 2, 281-296. 2/11/2012
Editor's Notes
- #13 He proposes view of the nature of lanaguge,2-views of the language and langue learning,3-views of teaching and the language teacher,4-and the whole context, which includes the educational setting, the language context, and the language teaching background will appear throughout the book.
- #15 Contextual factors include the school culture, classroom conditions, class size, and availability ofteaching resources in situations where the materials will be used.Learners’ characteristics range between entire group or subgroups, from the individual to less general, some can be assessed others are some can be highly influenced by teachers performance. BUT in the end, it’s the teacher in the classroom who will be exposed to the burden of other factors and this where the teacher goes for other choices of material and methods. Many of these factors will go with us along the course. Other researchers and linguist had classified them differently.Another factor plays a crucial role in determining what the materials will look like and how they will work. One is the theory of language and language use reflected in the materials, and the theory of language learning on which the materials are based. This source of input provides the necessary link between theory and practice. While the preparation of instructional materials might appear to be an essentially practical activity, materials will certainly reflect a theory of the nature of language, communication, or language use.-Check the case study on your book p 9.-This is your reading for this week: Contextual factors in SLA.
- #18 Contextual factors include the school culture, classroom conditions, class size, and availability ofteaching resources in situations where the materials will be used.Learners’ characteristics range between entire group or subgroups, from the individual to less general, some can be assessed others are some can be highly influenced by teachers performance. BUT in the end, it’s the teacher in the classroom who will be exposed to the burden of other factors and this where the teacher goes for other choices of material and methods. Many of these factors will go with us along the course. Other researchers and linguist had classified them differently.Another factor plays a crucial role in determining what the materials will look like and how they will work. One is the theory of language and language use reflected in the materials, and the theory of language learning on which the materials are based. This source of input provides the necessary link between theory and practice. While the preparation of instructional materials might appear to be an essentially practical activity, materials will certainly reflect a theory of the nature of language, communication, or language use.-Check the case study on your book p 9.-This is your reading for this week: Contextual factors in SLA.
- #25 Syllabus In developing materials for any aspect of language learning, whether it be a skill- based course in listening, speaking, reading or writing or an integrated-skills basic series, the teacher’s understanding of language and language use will have a major impact on material's selection, since it will reflect the role of the previously determined goals for the materials, the focus will be of the materials themselves and the activities within them. Syllabus design is an activity that can draw on a considerable body of relevant research.