ESP PPT : GROUP 3 SYLLABUS AND COURSE DESIGN IN ESP

Syllabus and
Course Design
in ESP
NUR NADIEYANA ABDUL RAHMAN
PAMELA MANDY MONOK ANAK ATAR
LEE KUNG YEN
ZUR LAILA KADIR

OVERVIEW

• COURSE DESIGN
• SYLLABUS
• QUESTION REGARDING SYLLABUS
• CONCLUSION
• Q/A

10/31/12 Free template from www.brainybetty.com
2

COURSE DESIGN
What is a course design?
•interpretation on learning needs data to
produce an integrated series of
teaching- learning experience.

What is the aim of course design?
•Lead learner to a particular state of
knowledge
3

TYPES OF COURSE DESIGN:

• Language-centered course design
• Skill-centered course design
• Learning-centered approach

4

Language-Centered
Course Design

Simplest kind
•Drawing connection between analysis
of target situation and the content of
ESP courses
•Seems logical

5

Language-Centered
Course Design (2)
• Weaknesses :
– Not learner centered approach
– Static and inflexible
– Appears to be systematic
– No acknowledgment to data analysis.
– Only at the surface level of learning

6

Language-centered approach to course design:
Procedure

7

Skill-Centered Course
Design

•SCA are founded on two principles
- Theoretical
- Pragmatic

8

Theoretical Principle:
Iceberg theory
- Underlying any language are skills and
strategies used by learners to produce
or understand discourse
- Thus, SCA will combine the
performance and competence when
presenting its learning objective

9

• Pragmatic Principle :
Based on goal oriented and process
oriented course ( Widdowson, 1981)
Problem :
- Time : Not enough time to master
intended subject
- Experience : 1st year student
have little
experience

10

SCA in General :
• SCA is not about achieving set of goals.
• It lets the learners achieve what they can
with own experience and time constraint
• It is a (continuum process) which means
there is no cut of point of success and failure.
• Learner will simultaneously learn and develop
degree of proficiency

11

SCA: Conclusion

•Take more of learners into account than LCA
•Still take the learner as the user of language
instead of a learner
•Still concern with the process of language use not
of language learning

12

Skill-centered approach to course design:
Procedure

13

Comparison of Learner- and Learning-centered approaches

•(Other factors)

14

LEARNING-CENTRED
APPROACH

• Focuses on students’ learning.
• Determined by the learner.
• Builds on prior knowledge and skills.

15

Diagram 1 : Learning-centered approach to
course design

Theoretical Analyse Analyse Theoretical
Views of Learning Target views of
Learning Situation Situation language

Identify attitudes/ wants/
potential of learners Identify skills and
knowledge needed
Identify needs/ potential/ to function in the
constraints of learning/ target situation
teaching situation

Write syllabus/ materials
to exploit the potential of
Evaluatio the learning situation in Evaluation
n the acquisition of the skills
and knowledge required
by the target situation

5 practices that need to be changed
to achieve learning-centered
approach (Weimer, 2002) :

The functions of content
The role of the teacher
The responsibility for learning
The processes and purposes of evaluation
The balance of power

17

SYLLABUS

18

SYLLABUS: DEFINITION
• An expression of opinion on the
nature of language and learning
• Acts as a guide for teachers and
learners by providing goals to be
attained

19

TYPES OF SYLLABUS:

• Evaluation syllabus
• Organizational syllabus
• Materials syllabus
• The Teacher syllabus
• The Classroom syllabus
• The Learner syllabus

20

EVALUATION SYLLABUS
• To put on record the basis on which
success or failure will be evaluated.
• To reflect an official assumption as to
the nature of language and linguistic
performance.

21

ORGANIZATIONAL
SYLLABUS
• A list of what should be learnt will be
organized
• Factors which depend upon a view of
how people learn will be considered in
order to determine the order of terms.

22

MATERIALS SYLLABUS
• Additional assumptions about the nature of
language in terms of :

i. Contexts of language
ii. Relative weightings and integration of skills
iii.Number and type of exercises
iv.Degree of recycling or revision will be
decided by the author.

23

THE TEACHER SYLLABUS
• Teacher influence the clarity, intensity
and frequency of any item, and
thereby affect the image that the
learners receive

24

THE CLASSROOM
SYLLABUS
• Is a planned lesson done by the
teacher.
• Although it is well planned by the
teacher, it can be affected by all sorts
of unexpected conditions while
conducting the lesson.

25

THE LEARNER SYLLABUS
• Also known as the internal syllabus.
• The network of knowledge that
develops in the learner’s brain,
enables learner to comprehend and
store the later information.

26

QUESTIONS REGARDING
SYLLABUS

27

WHY IS A SYLLABUS
REQUIRED?

28

Why is a syllabus required?
According to Parkes and Harris(2002);
• As a contract
• As a permanent record
• As a learning tool

29

Why is a syllabus required? (2)
According to Hutchinson and
Waters(1987);
• Better management of study time,
assessments, and reading materials
• Provides moral support
• Reassures sponsors and students
• Acts as a road maps

30

Why is a syllabus required? (3)

• Emphasizes the most important
aspect of language
• A set of criteria in selecting and
producing materials
• Assures uniformity
• Basis for evaluating students

31

ON WHAT CRITERIA
SHOULD A SYLLABUS BE
ORGANIZED?

32

Criteria of organising syllabus
• Focus
- To identify which and what materials to be
focused on
• Select
- To select materials to be taught
• Subdivide
- To puts things into subtopics
• Sequence
- To decide which comes first and what comes
next
33

TYPES OF SYLLABUS

• Topic/theme syllabus (e.g. health/pollution)
• Notional/functional syllabus (e.g. notional:
time/space; functional: request/apology)
• A situational syllabus (e.g. classroom/post
office/night market)
• A skill-based syllabus (e.g. negotiation/being
interviewed/interviewing)
• A task-based syllabus (e.g. organizing an
event/writing a report)
• A content-based syllabus (e.g. English for air traffic
control/ english for banking)

34

WHAT ROLE SHOULD A
SYLLABUS PLAY IN THE
APPROACHES TO
COURSE DESIGN?

35

Approaches to course design
• A Language-centred approach
• A Skills-centred approach
• A Learning-centred approach
• A Learner-centred approach

36

A LANGUAGE-CENTRED
APPROACH
- Generates teaching materials
1. analyse target situation
2. write syllabus
3. write/select texts to illustrate items in syllabus
4. write exercises to practise items in syllabus
5. devise tests for assessing knowledge of terms in
syllabus

37

SKILLS-CENTRED
APPROACH (Holmes, 1981)
- Presents opportunities for students to
practise and evaluate skills and
strategies
1. analyze target needs
2. select interesting and representative texts
3. devise a hierarchy of skills to exploit the
texts

38

SKILLS-CENTRED APPROACH
(Holmes, 1981) (2)
4. order and adapt the texts as necessary to
enable a focus on the required skills
5. devise activities/techniques to teach those
skills
6. devise a system to assess the acquisition
of the skills

39

A LEARNING-CENTRED
APPROACH
- Focus on learning process
- instead of a linear approach, divides
the design process into two levels
L1. analysis –
a)actual learning situation,
b)target situation

40

A LEARNING-CENTRED
APPROACH (2)
L2. generation of :
c) language syllabus based on (a)
d) skills syllabus based on (b)
e) complement results of each analysis
to form new syllabus

41

A LEARNER-CENTRED
APPROACH
- Focus on the learners
1. identify the purpose of the course
2. develop learner-centered objectives
3. structure course according to objectives -
course outline
4. structure course according to goals - build
lessons
5. calendar
6. support pieces

42

QUESTIONS AND
ANSWERS
1. What is course design?
2. What is a syllabus?
3. In your opinion, which one is the best
approach in the course design
mentioned previously?
4. Briefly describe the criteria of how a
syllabus should be organized in
general.

43

Summary

• COURSE DESIGN
• SYLLABUS
• QUESTIONS REGARDING SYLLABUS
• CONCLUSION
• Q/A

44

ESP PPT : GROUP 3 SYLLABUS AND COURSE DESIGN IN ESP

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