ESP Course Design
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This document outlines factors to consider when designing an English language course, including questions about why students need to learn, who will be involved in teaching, where learning will take place, when it will occur, what content will be covered, and how learning will be achieved. It suggests addressing questions about objectives, time, language skills, proficiency levels, topics, learning theory, and methodology. Course design should also consider the syllabus, teaching methods, learner characteristics, and learning environment.
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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.
Types of Needs analysis in ESP
Needs analysis is the cornerstone of English for Specific Purposes (ESP) as it helps identify learners' target needs including necessities, lacks, and wants as well as learning needs. There are two main types of needs - target needs which refer to what learners need to do in their target situation, and learning needs which relate to how learners can progress from their current proficiency to meeting the target needs. A thorough needs analysis is important for developing an effective ESP curriculum that matches learners' professional needs and motivates their language learning.
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- The two main justifications for studying learner errors - improving teaching and understanding the language acquisition process
- The typical steps in conducting an error analysis, including collecting samples, identifying, describing, explaining, and evaluating errors
- Sources of errors such as interlingual transfer from the first language and intralingual transfer of incorrect rules.
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This document discusses various aspects of syllabus design and evaluation for English for Specific Purposes courses. It begins by defining different types of syllabi, such as the evaluation, organizational, materials, teacher, classroom, and learner syllabi. It then examines criteria for organizing a syllabus, including by topic, structure, function, skills, situation, or task. The document also explores the role of the syllabus in course design, considering language-centered, skills-centered, learning-centered, and post-hoc approaches. Finally, it covers evaluation, distinguishing between learner assessment through placement tests, achievement tests, and proficiency tests, as well as course evaluation of aspects like needs, syllabus, materials, techniques, testing,
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Approaches to Course Design
This document discusses different approaches to course design for English for Specific Purposes (ESP) courses. It describes a language-centered approach, which focuses on analyzing the target language needs but does not fully consider the learner. It then outlines a skills-centered approach that aims to identify the underlying competencies needed rather than just the surface language. Finally, it proposes a learner-centered approach, which sees learning as a negotiation between the learner, society, and environment and involves the learner in all stages of the design process.
English for Specific Purposes
The document discusses English for Specific Purposes (ESP). It provides three main reasons for the emergence of ESP: 1) The demands of a new post-WWII world where English became important for technology and commerce, 2) Developments in linguistics that showed language varies by context, and 3) A focus on learner needs and motivation in educational psychology. ESP aims to teach English tailored to learners' specific fields or purposes by analyzing language needs and using relevant texts.
Functional Linguistics
The document discusses functional linguistics theories including Systemic Functional Grammar (SFG) and Speech Act Theory. It covers:
- SFG views meaning as primary, with language having features to perform functions. Two main schools are the Prague School (Jakobson) and Copenhagen School (Halliday).
- Jakobson identified 6 language functions. Halliday identified 3 metafunctions - ideational (experience), interpersonal (interaction), and textual (structure).
- Speech Act Theory sees utterances as doing more than just meaning, with locutionary, illocutionary, and perlocutionary acts. Illocutionary acts include assertives, directives, commissives, expressives,
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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.
Types of Needs analysis in ESP
Needs analysis is the cornerstone of English for Specific Purposes (ESP) as it helps identify learners' target needs including necessities, lacks, and wants as well as learning needs. There are two main types of needs - target needs which refer to what learners need to do in their target situation, and learning needs which relate to how learners can progress from their current proficiency to meeting the target needs. A thorough needs analysis is important for developing an effective ESP curriculum that matches learners' professional needs and motivates their language learning.
Error analysis lecture
This document discusses error analysis in second language acquisition. It defines error analysis as the investigation of errors made by second language learners. The document outlines Corder's influential work developing error analysis and identifies several key aspects of the field, including:
- Distinguishing between systematic errors reflecting a learner's developing rules and non-systematic errors
- The two main justifications for studying learner errors - improving teaching and understanding the language acquisition process
- The typical steps in conducting an error analysis, including collecting samples, identifying, describing, explaining, and evaluating errors
- Sources of errors such as interlingual transfer from the first language and intralingual transfer of incorrect rules.
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This document discusses various aspects of syllabus design and evaluation for English for Specific Purposes courses. It begins by defining different types of syllabi, such as the evaluation, organizational, materials, teacher, classroom, and learner syllabi. It then examines criteria for organizing a syllabus, including by topic, structure, function, skills, situation, or task. The document also explores the role of the syllabus in course design, considering language-centered, skills-centered, learning-centered, and post-hoc approaches. Finally, it covers evaluation, distinguishing between learner assessment through placement tests, achievement tests, and proficiency tests, as well as course evaluation of aspects like needs, syllabus, materials, techniques, testing,
Conversation analysis
This document provides an overview of conversation analysis (CA). It defines CA as the study of social interaction through analysis of everyday spoken discourse. Key aspects of CA discussed include turn-taking mechanisms, adjacency pairs, preference organization, insertion sequences, repair sequences, and opening and closing conventions in conversations. The document also notes some criticisms of CA for its lack of attention to issues like power and inequality.
Approaches to Course Design
This document discusses different approaches to course design for English for Specific Purposes (ESP) courses. It describes a language-centered approach, which focuses on analyzing the target language needs but does not fully consider the learner. It then outlines a skills-centered approach that aims to identify the underlying competencies needed rather than just the surface language. Finally, it proposes a learner-centered approach, which sees learning as a negotiation between the learner, society, and environment and involves the learner in all stages of the design process.
English for Specific Purposes
The document discusses English for Specific Purposes (ESP). It provides three main reasons for the emergence of ESP: 1) The demands of a new post-WWII world where English became important for technology and commerce, 2) Developments in linguistics that showed language varies by context, and 3) A focus on learner needs and motivation in educational psychology. ESP aims to teach English tailored to learners' specific fields or purposes by analyzing language needs and using relevant texts.
Functional Linguistics
The document discusses functional linguistics theories including Systemic Functional Grammar (SFG) and Speech Act Theory. It covers:
- SFG views meaning as primary, with language having features to perform functions. Two main schools are the Prague School (Jakobson) and Copenhagen School (Halliday).
- Jakobson identified 6 language functions. Halliday identified 3 metafunctions - ideational (experience), interpersonal (interaction), and textual (structure).
- Speech Act Theory sees utterances as doing more than just meaning, with locutionary, illocutionary, and perlocutionary acts. Illocutionary acts include assertives, directives, commissives, expressives,
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.
Language variation
Here are the key points about pidgins and creoles:
- Pidgins develop as a means of communication between groups that don't share a common language. They are simplified linguistic systems.
- Creoles develop when pidgins are passed down to children and become their native language. Creoles are more fully developed systems compared to pidgins.
- Pidgins borrow features from the languages in contact, like vocabulary and word order. They simplify phonology and morphology.
- Creolization occurs when a pidgin becomes the native language of a community and takes on richer linguistic properties through natural language acquisition by children.
Discourse
Discourse analysis examines how sentences form coherent units like paragraphs and conversations. Cohesion refers to grammatical and lexical relationships between discourse elements, created through devices like reference, substitution, ellipsis, and conjunction. However, coherence depends on how people interpret a discourse based on their background knowledge and expectations. While cohesive devices link utterances, coherence involves constructing a meaningful interpretation in line with one's experience of the world.
Needs Analysis
This document discusses the importance of needs analysis for designing effective language courses. It defines needs analysis as the systematic collection of subjective and objective information to determine students' language learning needs within specific institutional contexts. The document outlines the key components of needs analysis, including classifying needs, gathering information from various sources like students and teachers, using different instruments like questionnaires and interviews, and applying the results to make decisions about curriculum design. The goal is to ensure the course content matches students' expectations and language requirements.
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The document discusses the evolution of English for Specific Purposes (ESP) through three main phases: 1) expanding demand for English to suit particular needs, 2) developments in linguistics, and 3) educational psychology. It describes approaches such as register analysis, discourse analysis, target situation analysis, and a learning-centered approach that place learner needs at the center of course design. ESP analysis and teaching materials have shifted focus from sentence-level grammar to discourse patterns and organizational structures in texts.
ERROR ANALYSIS
This document discusses error analysis in second language acquisition. It defines errors as systematic deviations from the rules of the target language, while mistakes are performance errors that can be self-corrected. Behaviorists viewed errors as a failure of learning, while mentalists saw them as inevitable parts of the language learning process. The aims of error analysis are to identify error types and patterns, establish taxonomies, and inform teaching. Errors can be interlingual from L1 interference or intralingual from faulty L2 learning. Error analysis contributed to understanding of language learning but also has limitations in methodology.
Discourse analysis
Discourse analysis is the study of written and spoken language use beyond the sentence level. It examines how language is used in a social context and how it relates to other factors like culture. There are different types of discourse including narrative, descriptive, persuasive, argumentative, and expository. Oral discourse involves spoken communication while written discourse conveys meaning through written language. Some key differences between oral and written discourse are that oral discourse allows for nonverbal cues and can be more spontaneous while written discourse provides more structure and cannot be changed once published.
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This document discusses evaluation in ESP (English for Specific Purposes) courses. It covers:
1. Why evaluation is important in ESP - ESP courses have specific objectives and learners/sponsors want to see a return on their investment, requiring accountability.
2. The two levels of evaluation - learner assessment and course evaluation. Learner assessment ensures students are learning effectively, while course evaluation establishes if the course is meeting its aims.
3. Aspects of course evaluation - what should be evaluated, how it can be done, who should be involved, and when it should take place. Getting feedback from learners, teachers and sponsors is important.
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- Its origins in the 1940s through efforts to ally language teaching with linguistics.
- Definitions that describe it as concerned with investigating and solving real-world problems involving language.
- Its problem-based and interdisciplinary nature in drawing on linguistics and other fields like psychology to address issues in areas like language teaching, literacy, and language policy.
- Key topics it addresses including language learning, teaching, assessment, use, and pathology.
- Its focus on applying linguistic knowledge to resolve language problems people face in various contexts.
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This document discusses the origins and birth of English for Specific Purposes (ESP). It traces how ESP emerged from the post-war growth of technology and commerce, which generated demand for an international language. As English became the dominant language in these fields, new learners sought to acquire English skills for specific professional reasons. Events like the 1970s Oil Crisis further commercialized English learning. ESP then developed to meet the precise language needs of various occupations and professions by designing content and teaching methods based on learners' goals.
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The document discusses syllabus design for language teaching. It defines a syllabus and outlines different types of syllabi, including product-oriented syllabi like structural, situational, and notional/functional syllabi as well as process-oriented syllabi like procedural/task-based, learner-led, and proportional syllabi. Practical guidelines are provided for choosing a syllabus type based on desired outcomes and available resources. Key factors in effective syllabus design include determining learning objectives, selecting content and materials, and outlining course requirements, policies, and evaluation methods.
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2. It provides examples of different process types - material, behavioral, mental, verbal, existential, and relational.
3. Four studies are summarized that apply transitivity analysis to newspaper headlines about crimes against women, a song about Malala Yousafzai, a short story character, and newspaper headlines about a Kenya terrorist attack. The analyses examine how language constructs representations and images.
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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.
Language variation
Here are the key points about pidgins and creoles:
- Pidgins develop as a means of communication between groups that don't share a common language. They are simplified linguistic systems.
- Creoles develop when pidgins are passed down to children and become their native language. Creoles are more fully developed systems compared to pidgins.
- Pidgins borrow features from the languages in contact, like vocabulary and word order. They simplify phonology and morphology.
- Creolization occurs when a pidgin becomes the native language of a community and takes on richer linguistic properties through natural language acquisition by children.
Discourse
Discourse analysis examines how sentences form coherent units like paragraphs and conversations. Cohesion refers to grammatical and lexical relationships between discourse elements, created through devices like reference, substitution, ellipsis, and conjunction. However, coherence depends on how people interpret a discourse based on their background knowledge and expectations. While cohesive devices link utterances, coherence involves constructing a meaningful interpretation in line with one's experience of the world.
Needs Analysis
This document discusses the importance of needs analysis for designing effective language courses. It defines needs analysis as the systematic collection of subjective and objective information to determine students' language learning needs within specific institutional contexts. The document outlines the key components of needs analysis, including classifying needs, gathering information from various sources like students and teachers, using different instruments like questionnaires and interviews, and applying the results to make decisions about curriculum design. The goal is to ensure the course content matches students' expectations and language requirements.
Development of esp
The document discusses the evolution of English for Specific Purposes (ESP) through three main phases: 1) expanding demand for English to suit particular needs, 2) developments in linguistics, and 3) educational psychology. It describes approaches such as register analysis, discourse analysis, target situation analysis, and a learning-centered approach that place learner needs at the center of course design. ESP analysis and teaching materials have shifted focus from sentence-level grammar to discourse patterns and organizational structures in texts.
ERROR ANALYSIS
This document discusses error analysis in second language acquisition. It defines errors as systematic deviations from the rules of the target language, while mistakes are performance errors that can be self-corrected. Behaviorists viewed errors as a failure of learning, while mentalists saw them as inevitable parts of the language learning process. The aims of error analysis are to identify error types and patterns, establish taxonomies, and inform teaching. Errors can be interlingual from L1 interference or intralingual from faulty L2 learning. Error analysis contributed to understanding of language learning but also has limitations in methodology.
Discourse analysis
Discourse analysis is the study of written and spoken language use beyond the sentence level. It examines how language is used in a social context and how it relates to other factors like culture. There are different types of discourse including narrative, descriptive, persuasive, argumentative, and expository. Oral discourse involves spoken communication while written discourse conveys meaning through written language. Some key differences between oral and written discourse are that oral discourse allows for nonverbal cues and can be more spontaneous while written discourse provides more structure and cannot be changed once published.
Applied linguistics
Applied linguistics is the interdisciplinary study of language and its applications in real world contexts. It draws on linguistic theories and research to solve practical language-related problems. Key areas include second language acquisition, teaching methodology, testing, and the relationships between language and society, technology, and other fields. Throughout the 20th century, applied linguistics influenced the development of language teaching methods, shifting the focus from grammar translation to more communicative, meaning-based approaches grounded in theories of language acquisition and use.
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Translation studies emerged as a formal academic discipline in the 20th century. It examines translation as both an applied practice and means of understanding movement between languages and cultures. Translation studies analyzes the history, theories, descriptions, and applications of translation. It also explores translation's role in intercultural communication by touching on fields like comparative literature, cultural studies, and linguistics. As the world has become more interconnected, translation services have grown in importance, aiding communication across borders, and skills in translation have become increasingly valuable.
Evaluation in ESP
This document discusses evaluation in ESP (English for Specific Purposes) courses. It covers:
1. Why evaluation is important in ESP - ESP courses have specific objectives and learners/sponsors want to see a return on their investment, requiring accountability.
2. The two levels of evaluation - learner assessment and course evaluation. Learner assessment ensures students are learning effectively, while course evaluation establishes if the course is meeting its aims.
3. Aspects of course evaluation - what should be evaluated, how it can be done, who should be involved, and when it should take place. Getting feedback from learners, teachers and sponsors is important.
Semantic vs Pragmatics
It is my PPt about Semantics and Pragmatics; it only ver basic information about it, but hopefully it will be useful for your educational process or useful as your reading resources. You can contact me if you have a suggestion, critique, or maybe we can discuss this topic further.
Esp syllabus
English for Specific Purpose.
Contact:
e-mail: asifalirazzza@yahoo.com
Call or send sms: +92-300-4626234
An Introduction to Applied Linguistics
The document provides an overview of applied linguistics, including:
- Its origins in the 1940s through efforts to ally language teaching with linguistics.
- Definitions that describe it as concerned with investigating and solving real-world problems involving language.
- Its problem-based and interdisciplinary nature in drawing on linguistics and other fields like psychology to address issues in areas like language teaching, literacy, and language policy.
- Key topics it addresses including language learning, teaching, assessment, use, and pathology.
- Its focus on applying linguistic knowledge to resolve language problems people face in various contexts.
ESP (English for Specific Purposes) Origin
This document discusses the origins and birth of English for Specific Purposes (ESP). It traces how ESP emerged from the post-war growth of technology and commerce, which generated demand for an international language. As English became the dominant language in these fields, new learners sought to acquire English skills for specific professional reasons. Events like the 1970s Oil Crisis further commercialized English learning. ESP then developed to meet the precise language needs of various occupations and professions by designing content and teaching methods based on learners' goals.
Semactics : Utterance Meaning
The document discusses various aspects of utterance meaning including entailment, presupposition, implicature, reference, modality, and illocutionary force. It defines key terms like assertion, presupposition, conversational implicature, reference, tense, aspect, and modality. Examples are provided to illustrate these concepts such as how presuppositions differ from assertions and how implicatures can be derived based on conversational principles. The conclusion emphasizes that utterance meaning involves both what is literally said as well as what is implied, suggested, or meant.
Syllabus Designing
The document discusses syllabus design for language teaching. It defines a syllabus and outlines different types of syllabi, including product-oriented syllabi like structural, situational, and notional/functional syllabi as well as process-oriented syllabi like procedural/task-based, learner-led, and proportional syllabi. Practical guidelines are provided for choosing a syllabus type based on desired outcomes and available resources. Key factors in effective syllabus design include determining learning objectives, selecting content and materials, and outlining course requirements, policies, and evaluation methods.
Nature and goals of stylistics.pptx
Stylistics analyzes style through various dimensions such as choice, deviation, situation, and temporality. It aims to establish discourse peculiarities, induce appreciation of discourses, and ascertain linguistic habits. Stylistics helps determine the linguistic background and orientation of writers and speakers. It can also be used to make critical judgments of texts. Features like graphological, syntactic, and lexico-semantic elements can be explored through stylistic analysis to describe a text's physical appearance, sentence structures, and word choices.
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Designing the Needs Analysis from Needs Analysis Chapter 3 from Jack C. Richards' book Curriculum Development in Language Teaching
Systemic Functional Linguistics
Systemic Functional Linguistics in Second Language Acquisition
Download:
https://dollarupload.com/dl/4840f4
Transitivity Analysis
1. The document discusses transitivity analysis, which examines how meaning is represented through clauses that have participants, processes, and circumstances.
2. It provides examples of different process types - material, behavioral, mental, verbal, existential, and relational.
3. Four studies are summarized that apply transitivity analysis to newspaper headlines about crimes against women, a song about Malala Yousafzai, a short story character, and newspaper headlines about a Kenya terrorist attack. The analyses examine how language constructs representations and images.
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Wendy culver evolving teacher practices in the 21st century
This document outlines a vision for evolving teacher practices in the 21st century through creating a growth-oriented culture, increasing self-directed and experiential learning, and incorporating more technology into classrooms. A technology support team of teachers, students, parents, and community members will provide mentoring and address skills, needs, and potential roadblocks through monthly workshops, observations with feedback, collaboration opportunities, and recognition of teachers' work.
Planning
The document discusses lesson planning and its importance. It provides details on the key components of an effective lesson plan, including:
- Setting clear objectives for each activity
- Considering appropriate timing, materials, and patterns of student interaction
- Anticipating potential problems and having solutions prepared
- Using the plan to evaluate the lesson after its delivery
The document emphasizes that planning helps the teacher effectively structure the lesson to meet student needs, achieve the desired learning aims, and facilitate evaluation of the lesson's success. A well-designed lesson plan serves as an organizer for the teacher.
m&e.docx
This document is a teacher's monitoring and evaluation report covering various aspects of classroom instruction and management. It includes sections on curriculum coverage, student mastery of competencies, learning resources, textbook availability, classroom management, the teacher's educational qualifications and expertise, and compliance with various DepEd policies. The teacher is asked to provide details on topics like time spent on different classroom activities, interventions for students struggling or at risk of failing, implementation of 21st century skills and differentiated instruction, and the status of the classroom facilities. Supporting documents are requested throughout to provide evidence for the responses.
Demonstration in teaching
This document discusses demonstrations as a teaching method. It defines a demonstration as showing how something is done while emphasizing its merits. Demonstrations can be used with both large and small groups and are most effective when accompanied by verbalization. When using demonstrations as a teaching method, the presenter should establish rapport, avoid assuming prior knowledge, and watch for key points. Proper planning and preparation is also important, such as clarifying objectives and ensuring necessary materials are available.
Plan for AusVELS implementation
This document outlines the goals and timeline for a school's Learning and Teaching Network to improve student learning. It lists 8 outcomes principals and leaders will achieve, such as developing a whole school learning and teaching plan. It then provides a term-by-term timeline for a Core Learning and Teaching Team to undertake tasks like determining design principles, unpacking learning areas in AusVELS, and designing planning documents. Diagrams illustrate AusVELS' structure and the intended curriculum model.
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Taylor’s view on language (1997)
Students in a class discussed their views on language acquisition and development. Several students believed that language is learned from the environment, while others thought there must be an innate ability to learn language. One student praised Noam Chomsky's theory of a language acquisition device and innate linguistic knowledge. Another student felt science could help understand God by explaining language development.
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The document describes the Teaching Knowledge Test (TKT) course, which introduces concepts related to English language teaching. The course has 3 modules that cover language and language learning/teaching, lesson planning and resources, and managing the teaching/learning process. It is intended for both current and prospective English teachers to improve their knowledge of English language teaching.
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The document discusses various hypotheses for the origins of human language. It presents beliefs that language originated as a gift from God or gods to humans. Alternatively, it proposes that language evolved naturally through human evolution developing a language acquisition device and cultural systems of meaning. The document also suggests language was consciously invented by humans and gradually refined or developed through imitation and the need to communicate and express feelings. It outlines several imitation and necessity hypotheses but notes these cannot be proven. The document instructs the reader to review notes on why divine creation and natural evolution cannot be proven and to read carefully about hypotheses regarding the diversity of language.
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Research in the classroom can explore several variables including students' individual language development, interactions between teachers and students, language learning strategies used by students, different cognitive styles among students, and the effectiveness of evaluation techniques.
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This document discusses the nature and scope of research. It begins by having students define what research is and why it is carried out. Their responses indicate that research critically evaluates problems, aims to increase understanding through structured investigation, and makes findings available publicly. Research is also done to solve problems, verify theories, and gain new insights objectively.
The document then outlines the basic components of research, including observing a phenomenon, asking questions about it, and considering hypotheses to explain it. It compares scientific research, which is organized, structured, methodical and systematic, to everyday life research. Finally, it discusses the differences between types of research like applied, practical, basic/theoretical research and provides examples.
Corrective feedback
Here are the categorized errors:
a) Grammar
b) Grammar
c) Meaning
d) Appropriacy
e) Grammar
f) Pronunciation
g) Appropriacy
h) Meaning
The Development of ESP
The document discusses the phases of development of esp. It likely outlines the different stages and progression of how esp develops from its early stages through maturation. In a concise manner, the document examines the key milestones and changes involved in the developmental process of esp.
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The document discusses the phases of development of esp. It likely outlines the different stages and progression of how esp develops over time based on research from Hutchinson & Waters from 1987. The phases are not clearly defined, as only the heading "phases of development" is provided with no further details.
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ESP Course Design
- 1. ESP Coursedesign AdaptedfromHutchinson & waters (1987)
- 2. I keepsixhonestserving-men. (Thetaught me all I knew.) Theirnames are What and Why and When And How and Where And Who. (RudyardKipling)
- 3. introduction
- 4. Questions 1. Whydoesthe S needtolearn? 2. Whoisgoingto be involved in theprocess? Teachers, sponsors, inspectors, coordinators? 3. Whereisthelearninggoingtotake place? Whatpotentialsdoesthe place provide? Whatlimitationsdoesitimpose?
- 5. +questions 4. Whenisthelearningtotake place? Howmuch time isavailable? Howwillit be distributed? 5. Whatdoesthe S needtolearn? Wahtaspects of languagewill be needed and howwillthey be distributed? Whatlevel of proficiencymust be achieved? Whattopicareaswillneedto be covered?
- 6. +questions 6.How willthelearning be achieved? Whatlearningtheorywillunderliethecourse? Whatkind of methodologywill be employed? More questions?
- 7. Factorsaffectingespcoursedesign Syllabus Methodology Nature of particular target & learningsituation