Having learned about theories of language acquisition and language teaching method, this presentation is about perspective in syllabus design, a typical applied linguistics activity.
This document discusses syllabus design and its components. It begins by defining a syllabus as a statement of what should be taught or learnt. It then outlines the objectives of understanding different syllabus types like product-oriented and process-oriented, components, and the relationship between syllabus design and curriculum development. The document notes that syllabus design involves decisions about instruction units and their organization/order. It also discusses narrow and broad views of the scope of syllabus design and the relationship between design and curriculum, with syllabus focusing more on content selection and grading.
Notional functional syllabus aims to teach language based on conceptual and communicative purposes rather than grammatical structures. It focuses on developing learners' communicative competence through selecting linguistic content based on notions like time, direction, size and functions like requesting, suggesting, agreeing. While it has advantages like developing real-world language skills, critics argue that dividing language into discrete notions and functions misinterprets its nature as dynamic communication.
This document discusses task-based syllabus design. It defines a task-based syllabus as constructing lessons with various tasks as the basic building blocks, focusing on using the target language in real-world contexts rather than drilling isolated grammar items. It outlines aspects of task-based syllabus design like including authentic language data, providing information, and allowing practice. It also describes types of tasks and notes the advantages of task-based syllabi in goals, activities, and roles while the disadvantages include lack of guidance on combining grammar and skills.
Needs analysis in syllabus design.pptxAREEJ ALDAEJ
The document discusses needs analysis for syllabus design in teaching English. It defines needs analysis and syllabus design, outlines the history and purposes of needs analysis, and classifications of needs. The document also describes steps for designing a syllabus based on needs analysis, provides an example research study on needs analysis conducted in Albania, and discusses the role of teachers in needs analysis.
This document discusses content-based syllabus design for language courses. A content-based syllabus focuses on teaching content or informational subjects like math or science alongside language. It uses topics rather than grammar as the starting point. Both language and content are taught together rather than separately. Content-based syllabi have been used in ESL programs in schools and universities where English is integrated with other subjects. They provide a framework for sustained engagement with both content mastery and language acquisition. However, they also risk frustration if students lack the language skills needed for the content tasks.
The document discusses the notional/functional syllabus approach to language teaching. It begins by defining the notional/functional syllabus and explaining that it focuses on the functional uses of language over grammatical forms. It then provides more details on the origins and key concepts of the notional/functional approach, including notions, functions, form-function mapping, and its relationship to communicative language teaching. The document also discusses strengths and limitations of the notional/functional syllabus and how it can be applied.
Stylistics introduction, Definitions of StylisticsAngel Ortega
This document defines stylistics and discusses its branches. Stylistics is the analysis of linguistic variation in actual language use. It examines how the same content can be expressed differently and analyzes styles across texts. Stylistics considers the natural properties of language that ensure intended effects. The document also distinguishes between spoken and written language at the phonetic, lexical, and syntactic levels, and categorizes words as common, formal, technical, and slang.
Task based syllabus based on Krahnke's (1987) book: "Approaches to Syllabus Design for Foreign Language
Teaching. Language in Education: Theory and Practice"
This document discusses syllabus design and its components. It begins by defining a syllabus as a statement of what should be taught or learnt. It then outlines the objectives of understanding different syllabus types like product-oriented and process-oriented, components, and the relationship between syllabus design and curriculum development. The document notes that syllabus design involves decisions about instruction units and their organization/order. It also discusses narrow and broad views of the scope of syllabus design and the relationship between design and curriculum, with syllabus focusing more on content selection and grading.
Notional functional syllabus aims to teach language based on conceptual and communicative purposes rather than grammatical structures. It focuses on developing learners' communicative competence through selecting linguistic content based on notions like time, direction, size and functions like requesting, suggesting, agreeing. While it has advantages like developing real-world language skills, critics argue that dividing language into discrete notions and functions misinterprets its nature as dynamic communication.
This document discusses task-based syllabus design. It defines a task-based syllabus as constructing lessons with various tasks as the basic building blocks, focusing on using the target language in real-world contexts rather than drilling isolated grammar items. It outlines aspects of task-based syllabus design like including authentic language data, providing information, and allowing practice. It also describes types of tasks and notes the advantages of task-based syllabi in goals, activities, and roles while the disadvantages include lack of guidance on combining grammar and skills.
Needs analysis in syllabus design.pptxAREEJ ALDAEJ
The document discusses needs analysis for syllabus design in teaching English. It defines needs analysis and syllabus design, outlines the history and purposes of needs analysis, and classifications of needs. The document also describes steps for designing a syllabus based on needs analysis, provides an example research study on needs analysis conducted in Albania, and discusses the role of teachers in needs analysis.
This document discusses content-based syllabus design for language courses. A content-based syllabus focuses on teaching content or informational subjects like math or science alongside language. It uses topics rather than grammar as the starting point. Both language and content are taught together rather than separately. Content-based syllabi have been used in ESL programs in schools and universities where English is integrated with other subjects. They provide a framework for sustained engagement with both content mastery and language acquisition. However, they also risk frustration if students lack the language skills needed for the content tasks.
The document discusses the notional/functional syllabus approach to language teaching. It begins by defining the notional/functional syllabus and explaining that it focuses on the functional uses of language over grammatical forms. It then provides more details on the origins and key concepts of the notional/functional approach, including notions, functions, form-function mapping, and its relationship to communicative language teaching. The document also discusses strengths and limitations of the notional/functional syllabus and how it can be applied.
Stylistics introduction, Definitions of StylisticsAngel Ortega
This document defines stylistics and discusses its branches. Stylistics is the analysis of linguistic variation in actual language use. It examines how the same content can be expressed differently and analyzes styles across texts. Stylistics considers the natural properties of language that ensure intended effects. The document also distinguishes between spoken and written language at the phonetic, lexical, and syntactic levels, and categorizes words as common, formal, technical, and slang.
Task based syllabus based on Krahnke's (1987) book: "Approaches to Syllabus Design for Foreign Language
Teaching. Language in Education: Theory and Practice"
This document discusses teaching, testing, and their relationship in TESOL. It defines teaching as passing on accepted information to help students achieve objectives, while tests assess if objectives were achieved. Tests can positively or negatively influence teaching through "washback effect" - the extent tests impact what teachers and students do. Positive washback includes focusing on objectives and motivating learning, while negative includes ignoring untested topics and "teaching to the test." Good tests are valid, reliable, practical, comprehensive, and balanced assessments that provide useful feedback for students and help teachers identify strengths and weaknesses.
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.
This document discusses different types of syllabus design, including procedural, task-based, and content syllabuses. Procedural and task-based syllabuses focus on classroom processes and tasks rather than linguistic items or communicative skills. They specify activities for learners to engage in class. Task-based syllabuses select tasks as the basic unit of planning and justify this based on pedagogical and psycholinguistic reasons. Content syllabuses derive experiential content from subject areas to provide the starting point for the syllabus.
The document discusses different approaches to adapting textbooks for language teaching. It notes that textbooks provide structure but may not meet learners' specific needs or the teaching context. Teachers can adapt textbooks by changing, supplementing, eliminating, or resequencing materials at the activity, unit, or overall syllabus level. The adaptation process is cyclical, involving planning, teaching, assessing, and replanning how the textbook is used.
The document discusses different types of syllabuses used in English language teaching. It defines a syllabus as a specification or plan for what will be taught and learned. Various syllabus types are then described, including procedural, cultural, situational, skill-based, structural, multi-dimensional, task-based, process, learner-led, proportional, content-based, notional/functional, and lexical syllabuses. Each syllabus type focuses on different aspects such as meaning, culture, skills, grammar structures, tasks, learner involvement, flexibility, or vocabulary.
Error analysis examines the errors that language learners make to understand the process of second language acquisition. It focuses on learners' "interlanguage", which is their internal language system that develops over time through a creative process of hypothesis testing. The study of errors can provide insights into how a learner's language system is developing and the sources of errors, such as influence from the first language or overgeneralizing patterns in the target language. Through identifying, classifying, and tracking errors over time, researchers can better understand the stages of second language development from presystematic to systematic to postsystematic. While error analysis is useful, it is also important not to overemphasize errors and to recognize communicative fluency as the overall
This document provides an overview and comparison of different types of language syllabi, including structural, functional/notional, and situational syllabi. It defines each type and discusses their key characteristics, theoretical bases, considerations for sequencing content, positive and negative aspects. The structural syllabus focuses on grammatical forms, while the functional/notional syllabus emphasizes the communicative functions and notions expressed through language. The situational syllabus organizes content around real or imagined situations. No single syllabus type is appropriate for all contexts. An effective syllabus design considers insights from various approaches.
This article aims at probing the different types of syllabi used to teach English to English native
and non-native speakers. The researcher used a chronological approach in describing each syllabus
type in accordance to its emergence in epistemology of the syllabus design and pedagogical trends
in teaching English in the world. Theories of language and learning, characteristics of each
syllabus, and pros and cons of the discussed syllabi were highlighted throughout the article.
This chapter discusses different models of curriculum design, including Graves' model, Nation's Language Curriculum Design model, and Murdoch's model. It describes the goals, process, design questions, and constraints to consider in curriculum design. It then explains three approaches to curriculum design: the waterfall model, focused opportunistic approach, and layers of necessity model. The last approach involves choosing the necessary layers to complete based on available time and resources. Factors like language level, time, money, and skills influence which design approach to use.
This document discusses objectives in curriculum design and their use in language teaching. It presents different types of objectives, such as performance objectives that specify what learners can do after instruction. Both advantages and criticisms of using objectives are provided. Process objectives describe classroom activities, while product objectives describe skills learners will have. Needs analysis is discussed as a way to gather information on learners and tasks to inform syllabus design. Both subjective data on learners' preferences and objective data on their language use contexts are important to consider when developing goals based on identified needs.
The document discusses skill-based syllabus in language teaching. It defines skills as specific ways of using language that combine structural and functional ability. A skill-based syllabus groups language competencies like grammar, vocabulary and discourse into generalized behaviors like listening for main ideas or writing paragraphs. The primary purpose is to teach skills useful for language use. Examples include guessing vocabulary from context and reading for the main idea. Skill-based syllabus is most useful when learners need to master specific language uses.
This document discusses factors that influence age and acquisition of language. It presents the critical period hypothesis, which suggests a biological timeframe for acquiring a first language most easily, typically before puberty. While second languages can still be learned later, acquisition beyond puberty involves greater participation of the right hemisphere of the brain. Adults also face challenges like foreign accent and interference between the first and second languages, though their cognitive abilities allow for some rote learning. The development of one's language ego during puberty can make learning a new language more difficult.
This document discusses syllabus design and different types of syllabi. It defines a syllabus and outlines its key components and functions. It distinguishes between syllabi and curriculum, noting that a syllabus covers topics for a subject while curriculum encompasses broader educational planning. The document also describes different orientations for syllabi, including product-oriented, process-oriented, and natural syllabus approaches. It provides examples of grammatical, functional, analytical, task-based, and content-based syllabi. Overall, the document provides an overview of considerations and steps for effective syllabus design.
The document provides an overview of content-based instruction (CBI). It defines CBI as teaching academic subjects and language skills simultaneously. It discusses the types of CBI, including the sheltered model, adjunct model, and theme-based model. The principles of CBI focus on using content over language criteria and actively involving students. Techniques include cooperative learning, task-based learning, and whole language approaches. Teachers' roles include preparing materials and helping students, while students are expected to be autonomous, active learners. Advantages include increased motivation, while disadvantages can include difficulty finding appropriate texts and separating language from content learning.
The document outlines 5 key roles of ESP practitioners: 1) teacher, 2) course designer and material provider, 3) researcher, 4) collaborator, and 5) evaluator. It also discusses the training ESP practitioners receive, including general teaching skills, language-specific training, and integrating relevant theories. The roles emphasize adapting to students' professional fields and collaborating with subject experts to meet learning objectives.
a framework for materials writing and the process of materials writing with directions for the teachers path through the production of new or adapted materials
Product Syllabus : product syllabuses are those in which the focus is on the knowledge and skills which learners should gain as a result of instruction.
4.2. process syllabuses are those which focus on the learning experiences themselves.
. Synthetic syllabus: segment the target language into discrete linguistic items.
Different parts of language are taught separately.
4.4 . Analytic Syllabi: focus on the learner and his needs and on the kinds of linguistic
performance necessary to achieve those goals .
4.5. Type A: This type deals with what should be learned in a second language classroom.
4.6. Type B : Consider the question of how a second language should be learned.
Language testing is the practice of evaluating an individual's proficiency in using a particular language. There are two main types of assessment: formative assessment which checks student progress, and summative assessment which measures achievement at the end of a term. There are five common types of language tests: proficiency tests which measure overall ability, achievement tests related to course content, diagnostic tests which identify strengths and weaknesses, placement tests for assigning students to class levels, and direct/indirect tests. The effect of testing on teaching is known as backwash, which can be harmful if not aligned with course objectives, or beneficial if tests influence instructional changes.
This document discusses different approaches to curriculum development, including classical humanism, reconstructionism, progressivism, and behavioral objectives. It covers key aspects of each approach like content-focused vs learner-focused models, clarifying goals and objectives, and evaluating curriculum. The document also discusses needs analysis, types of objectives, views on how language is learned, and characteristics of effective teaching materials like engaging learners and developing autonomy.
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.
The document outlines a syllabus design presentation for intermediate level English learners aged 17-19. The goals of the syllabus are to introduce students to interesting topics, enable language use in communication, and apply learning practically. The syllabus is organized thematically with 5 topics per theme and includes multiple text types. Language elements like grammar, vocabulary, and phonology are focused on for each topic. Communicative tasks integrate the 4 skills of reading, listening, speaking, and writing. Critical thinking tasks encourage analysis and evaluation. Assessment is through written exams focusing on writing skills.
This document discusses teaching, testing, and their relationship in TESOL. It defines teaching as passing on accepted information to help students achieve objectives, while tests assess if objectives were achieved. Tests can positively or negatively influence teaching through "washback effect" - the extent tests impact what teachers and students do. Positive washback includes focusing on objectives and motivating learning, while negative includes ignoring untested topics and "teaching to the test." Good tests are valid, reliable, practical, comprehensive, and balanced assessments that provide useful feedback for students and help teachers identify strengths and weaknesses.
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.
This document discusses different types of syllabus design, including procedural, task-based, and content syllabuses. Procedural and task-based syllabuses focus on classroom processes and tasks rather than linguistic items or communicative skills. They specify activities for learners to engage in class. Task-based syllabuses select tasks as the basic unit of planning and justify this based on pedagogical and psycholinguistic reasons. Content syllabuses derive experiential content from subject areas to provide the starting point for the syllabus.
The document discusses different approaches to adapting textbooks for language teaching. It notes that textbooks provide structure but may not meet learners' specific needs or the teaching context. Teachers can adapt textbooks by changing, supplementing, eliminating, or resequencing materials at the activity, unit, or overall syllabus level. The adaptation process is cyclical, involving planning, teaching, assessing, and replanning how the textbook is used.
The document discusses different types of syllabuses used in English language teaching. It defines a syllabus as a specification or plan for what will be taught and learned. Various syllabus types are then described, including procedural, cultural, situational, skill-based, structural, multi-dimensional, task-based, process, learner-led, proportional, content-based, notional/functional, and lexical syllabuses. Each syllabus type focuses on different aspects such as meaning, culture, skills, grammar structures, tasks, learner involvement, flexibility, or vocabulary.
Error analysis examines the errors that language learners make to understand the process of second language acquisition. It focuses on learners' "interlanguage", which is their internal language system that develops over time through a creative process of hypothesis testing. The study of errors can provide insights into how a learner's language system is developing and the sources of errors, such as influence from the first language or overgeneralizing patterns in the target language. Through identifying, classifying, and tracking errors over time, researchers can better understand the stages of second language development from presystematic to systematic to postsystematic. While error analysis is useful, it is also important not to overemphasize errors and to recognize communicative fluency as the overall
This document provides an overview and comparison of different types of language syllabi, including structural, functional/notional, and situational syllabi. It defines each type and discusses their key characteristics, theoretical bases, considerations for sequencing content, positive and negative aspects. The structural syllabus focuses on grammatical forms, while the functional/notional syllabus emphasizes the communicative functions and notions expressed through language. The situational syllabus organizes content around real or imagined situations. No single syllabus type is appropriate for all contexts. An effective syllabus design considers insights from various approaches.
This article aims at probing the different types of syllabi used to teach English to English native
and non-native speakers. The researcher used a chronological approach in describing each syllabus
type in accordance to its emergence in epistemology of the syllabus design and pedagogical trends
in teaching English in the world. Theories of language and learning, characteristics of each
syllabus, and pros and cons of the discussed syllabi were highlighted throughout the article.
This chapter discusses different models of curriculum design, including Graves' model, Nation's Language Curriculum Design model, and Murdoch's model. It describes the goals, process, design questions, and constraints to consider in curriculum design. It then explains three approaches to curriculum design: the waterfall model, focused opportunistic approach, and layers of necessity model. The last approach involves choosing the necessary layers to complete based on available time and resources. Factors like language level, time, money, and skills influence which design approach to use.
This document discusses objectives in curriculum design and their use in language teaching. It presents different types of objectives, such as performance objectives that specify what learners can do after instruction. Both advantages and criticisms of using objectives are provided. Process objectives describe classroom activities, while product objectives describe skills learners will have. Needs analysis is discussed as a way to gather information on learners and tasks to inform syllabus design. Both subjective data on learners' preferences and objective data on their language use contexts are important to consider when developing goals based on identified needs.
The document discusses skill-based syllabus in language teaching. It defines skills as specific ways of using language that combine structural and functional ability. A skill-based syllabus groups language competencies like grammar, vocabulary and discourse into generalized behaviors like listening for main ideas or writing paragraphs. The primary purpose is to teach skills useful for language use. Examples include guessing vocabulary from context and reading for the main idea. Skill-based syllabus is most useful when learners need to master specific language uses.
This document discusses factors that influence age and acquisition of language. It presents the critical period hypothesis, which suggests a biological timeframe for acquiring a first language most easily, typically before puberty. While second languages can still be learned later, acquisition beyond puberty involves greater participation of the right hemisphere of the brain. Adults also face challenges like foreign accent and interference between the first and second languages, though their cognitive abilities allow for some rote learning. The development of one's language ego during puberty can make learning a new language more difficult.
This document discusses syllabus design and different types of syllabi. It defines a syllabus and outlines its key components and functions. It distinguishes between syllabi and curriculum, noting that a syllabus covers topics for a subject while curriculum encompasses broader educational planning. The document also describes different orientations for syllabi, including product-oriented, process-oriented, and natural syllabus approaches. It provides examples of grammatical, functional, analytical, task-based, and content-based syllabi. Overall, the document provides an overview of considerations and steps for effective syllabus design.
The document provides an overview of content-based instruction (CBI). It defines CBI as teaching academic subjects and language skills simultaneously. It discusses the types of CBI, including the sheltered model, adjunct model, and theme-based model. The principles of CBI focus on using content over language criteria and actively involving students. Techniques include cooperative learning, task-based learning, and whole language approaches. Teachers' roles include preparing materials and helping students, while students are expected to be autonomous, active learners. Advantages include increased motivation, while disadvantages can include difficulty finding appropriate texts and separating language from content learning.
The document outlines 5 key roles of ESP practitioners: 1) teacher, 2) course designer and material provider, 3) researcher, 4) collaborator, and 5) evaluator. It also discusses the training ESP practitioners receive, including general teaching skills, language-specific training, and integrating relevant theories. The roles emphasize adapting to students' professional fields and collaborating with subject experts to meet learning objectives.
a framework for materials writing and the process of materials writing with directions for the teachers path through the production of new or adapted materials
Product Syllabus : product syllabuses are those in which the focus is on the knowledge and skills which learners should gain as a result of instruction.
4.2. process syllabuses are those which focus on the learning experiences themselves.
. Synthetic syllabus: segment the target language into discrete linguistic items.
Different parts of language are taught separately.
4.4 . Analytic Syllabi: focus on the learner and his needs and on the kinds of linguistic
performance necessary to achieve those goals .
4.5. Type A: This type deals with what should be learned in a second language classroom.
4.6. Type B : Consider the question of how a second language should be learned.
Language testing is the practice of evaluating an individual's proficiency in using a particular language. There are two main types of assessment: formative assessment which checks student progress, and summative assessment which measures achievement at the end of a term. There are five common types of language tests: proficiency tests which measure overall ability, achievement tests related to course content, diagnostic tests which identify strengths and weaknesses, placement tests for assigning students to class levels, and direct/indirect tests. The effect of testing on teaching is known as backwash, which can be harmful if not aligned with course objectives, or beneficial if tests influence instructional changes.
This document discusses different approaches to curriculum development, including classical humanism, reconstructionism, progressivism, and behavioral objectives. It covers key aspects of each approach like content-focused vs learner-focused models, clarifying goals and objectives, and evaluating curriculum. The document also discusses needs analysis, types of objectives, views on how language is learned, and characteristics of effective teaching materials like engaging learners and developing autonomy.
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.
The document outlines a syllabus design presentation for intermediate level English learners aged 17-19. The goals of the syllabus are to introduce students to interesting topics, enable language use in communication, and apply learning practically. The syllabus is organized thematically with 5 topics per theme and includes multiple text types. Language elements like grammar, vocabulary, and phonology are focused on for each topic. Communicative tasks integrate the 4 skills of reading, listening, speaking, and writing. Critical thinking tasks encourage analysis and evaluation. Assessment is through written exams focusing on writing skills.
The document discusses different types of syllabi that can be used in English language teaching, including procedural, cultural, situational, skill-based, structural, multi-dimensional, task-based, process, learner-led, proportional, content-based, and lexical syllabi. It emphasizes that no single type is appropriate for all situations and teachers should choose types that fit their teaching procedures, combining multiple types to create a flexible syllabus that meets student needs.
The document defines a syllabus as a contract between faculty and students that outlines course expectations and goals. A syllabus is created by individual teachers for a particular class and provides an overview of what students will learn by the end of the term. The key differences between a syllabus and curriculum are that a syllabus is for students, accessible to them, and made by teachers, while a curriculum is for teachers, not accessible to students, and developed by school administrations. Guidelines for an effective syllabus include listing course information, objectives, textbooks, course outline, methodologies, requirements, grading system, policies, and consultation hours.
The document discusses the definitions and relationship between curriculum and syllabus. It states that curriculum broadly refers to all aspects of planning, implementing, and evaluating an educational program, while a syllabus can be defined as a narrower list of content to be taught. A curriculum addresses the why, how, and how well of the learning process, as well as the what, whereas a syllabus focuses specifically on selecting and sequencing the content and objectives to be covered. Overall, a syllabus translates the broader philosophy of a curriculum into specific steps and can be seen as expressing the content that learners will be exposed to in their course of study.
In this slideshow, we will learn about different perspectives regarding input in Second Language Acquisition. This is part of the applied linguistics seminar offered at Universidad del Valle.
The role of syllabus curriculum - lecture 2batsaikhan_mm
The document discusses the role of syllabus and curriculum in language teaching. It explains that a syllabus outlines the sequence and content of a language program and how learning will be delivered. Syllabuses can range from simply listing textbooks to more detailed plans including tests, objectives, materials and assignments. Some syllabuses focus on sequencing grammatical elements from simple to complex, while others are organized around communicative functions. Notional-functional syllabuses group language by pragmatic functions rather than form. The audiolingual method incorporated habits from earlier methods but was influenced by behaviorist psychology, emphasizing pattern practice through mimicry and correction. It aimed for quick results but was criticized for not developing long-term communicative ability
This document defines key concepts in sociocultural theory and its application to second language acquisition (SLA). It discusses culture, community, identity, and how learning occurs through participation in communities of practice. Sociocultural theory views SLA as a social process influenced by cultural and historical contexts. Implications include better understanding power dynamics and reconceptualizing good language learners as agents who invest in language. Limitations include little research in foreign language contexts versus immigrant contexts.
This document discusses Communicative Language Teaching (CLT), an approach that emphasizes using the target language for meaningful communication. It focuses on functions of language, provides opportunities for students to negotiate meaning, and engages students in role-plays, dialogues, and other interactive activities. While CLT had early successes, it was later criticized for excluding grammar instruction and failing to develop student accuracy. The approach also faced issues with cultural adaptation and commercialization. The document concludes by discussing communicative approaches as an evolution of CLT that balances functional language use with different classroom techniques.
It is prepared to understand the basic concepts of syllabus, curriculum and types of curriculum construction. Teacher needs to add in the presentation before use.
The document discusses several approaches to syllabus design in language teaching, including structural, notional-functional, situational, skill-based, and task-based syllabi. The structural syllabus focuses on grammar structures, while the notional-functional syllabus emphasizes semantic and communicative functions. The situational syllabus organizes language content by real-world situations. Skill-based syllabi target specific language abilities, and task-based syllabi use activities for non-instructional purposes outside the classroom.
The document discusses various approaches to designing language course content and structure. It describes factors to consider when developing a course rationale and determining entry/exit levels. Common approaches for sequencing content include simple to complex, chronological order, and prerequisite skills. Syllabus frameworks that can be used include situational, topical, functional, task-based, and integrated. Instructional blocks are self-contained learning sequences that reflect overall course goals and objectives.
This document discusses different types of syllabus approaches including product-oriented, process-oriented, and natural approach syllabuses. Product-oriented syllabuses include synthetic, analytic, grammatical, and functional-notional syllabuses which are organized by parts of language, purposes, grammar notions, and realistic tasks. Process-oriented syllabuses are organized around procedural tasks and include content, task-based, and natural approach syllabuses which specify tasks and activities, use experiential contexts, and emphasize comprehension before production. The document also outlines a teaching curriculum model of needs analysis, goal identification, objective setting, and evaluation.
In this class we take a look at the process of designing goals and objectives for language courses. We also explore some of the alternatives to objectives such as competencies and standards
The document outlines the key differences between a curriculum and a syllabus. A syllabus is mandated by the government and defines what must be taught, assessed, and how instruction should be delivered. In contrast, a curriculum is developed by teachers and comprises the experiences and activities students will engage in. The document then provides various definitions of a curriculum, including the subjects taught, content, programs of study, and planned school experiences. It also discusses different images of a curriculum and introduces the concept of a hidden curriculum.
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.
This document provides a course syllabus for QRB 501 Quantitative Reasoning for Business. The course runs from May 8 to June 18. It covers topics such as working with numbers and formulas, business applications including forecasting and indexes, visual representation of quantities including histograms and regression analysis, time value of money, and decision making under uncertainty. Assignments include weekly practice problems, quizzes, discussions, and a final exam. Students are assigned to learning teams for additional assignments including an inventory system summary and proposal. The syllabus outlines weekly topics, objectives, assignments, and due dates to guide students through the course.
This document provides an introduction to applied linguistics. It defines applied linguistics as an interdisciplinary field that addresses real-world language-related problems in a practical way using empirical methods. It discusses the scope of applied linguistics, including language teaching, language planning and policy, language pathology therapy, and more. The document also outlines the process applied linguists use to address language problems, including identifying the problem, asking questions, measuring the problem, consulting relevant disciplines, proposing solutions, implementing solutions, and assessing results. It provides an example of how this process might be applied to address a country's literacy problem.
The document discusses different approaches to syllabus design for language teaching. It defines the differences between a curriculum and a syllabus, with the syllabus being more localized and focused on classroom implementation while the curriculum provides broader goals and guidelines. It also outlines several types of syllabi such as grammatical, lexical, skills-based, functional-notional, content-based, and task-based syllabi which organize language learning according to different criteria like grammar, vocabulary, skills, functions, topics, or tasks. Current trends in syllabus design involve a multi-syllabus approach that incorporates elements from different types and allows for flexibility based on learning styles and teaching contexts.
Part of a full series of ppts on curriculum development available on EFL Classroom - https://community.eflclassroom.com/forum2/topics/elt-curriculum-development
This document discusses the differences between syllabus design and curriculum development. Syllabus design focuses on selecting and grading content and learning tasks and activities, while curriculum development is more broadly concerned with planning, implementing, evaluating, managing and administering education programs. The document also examines different types of syllabus design including grammatical, functional-notional, task-based and needs-based approaches, outlining their key characteristics and components.
The document discusses language teaching methodology. It defines methodology as the study of practices, procedures, and principles of language teaching. Methodology involves syllabus design, teaching techniques, and evaluation. The document outlines different language teaching methods throughout history, including grammar translation, audiolingualism, cognitive code learning, humanistic approaches, and communicative language teaching. It emphasizes that the goal of methodology is no longer to find a single "right method" but rather focus on how to effectively teach based on principles and learner needs.
This document discusses the differences between curriculum and syllabus. It states that a curriculum provides general statements about language learning goals and experiences, while a syllabus is more specific to what is taught in the classroom. A curriculum also defines aspects like objectives, timelines, locations and rationale, while a syllabus focuses more on content selection and sequencing. The document then examines different types of syllabus approaches and current trends in syllabus design and materials development.
This document provides an overview of Communicative Language Teaching (CLT) as an approach to language instruction. It discusses the theoretical foundations and origins of CLT in the 1960s-1970s as a response to prior methods. Key aspects of CLT covered include its focus on developing communicative competence over grammatical rules, use of task-based and interactive activities, emphasis on meaning over form, and the teacher's role as facilitator. The document also examines models of CLT syllabus design and criticisms of its approach.
This document discusses the history and approaches to language curriculum development and syllabus design. It covers:
1) Early approaches focused on selecting vocabulary and grammar structures based on frequency, importance, and learnability then grading them for teaching.
2) Methods from the 20th century included grammar translation, direct method, audiolingualism, and communicative language teaching.
3) Syllabus design has evolved from describing course content to comprehensively determining learner needs, objectives, content, and evaluation.
The communicative approach focuses on developing students' communicative competence through meaningful use of language. It views language as a social tool for communication. The approach emphasizes using language functions to perform tasks and develop the four skills. Teachers adopt facilitator roles to organize communicative activities like information sharing, problem solving and role plays that engage students in real-life language use. Materials support this approach through authentic texts, tasks and real-world objects. The goal is to equip students to successfully communicate in the target language.
The framework of materials and methods and current approaches to materials an...UNY Pasca PBI-B
This document discusses frameworks and approaches for materials and methods in language teaching. It introduces several contexts for English language teaching such as EFL, ESL, EYL, and ESP. Key contextual factors that influence materials and methods are described, including learner characteristics, the teaching setting, and resources. Common types of syllabus organization are outlined such as grammatical, functional-notional, situational, and task-based. The principles of Communicative Language Teaching are discussed, along with its development and implications. The Task-Based Language Teaching approach is also introduced, with its three-phase framework of pre-task, task cycle, and language focus.
communicative language teaching/ Shaho hoorijaniShaho Hoorijani
This document discusses Communicative Language Teaching (CLT), an approach to language teaching that aims to develop learners' communicative competence. It outlines the theory of language and learning underlying CLT, as well as the design principles for objectives, syllabus, learning activities, learner and teacher roles, and instructional materials. CLT procedures have evolved over time to focus on identifying learners' needs, developing communicative classroom activities, and applying principles to different aspects of teaching and learning. The goal of CLT is to make communication the focus of language instruction in order to prepare learners to use language functionally and socially appropriately.
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The document discusses key concepts in language curriculum development including approaches, methods, techniques, syllabus and curriculum. It defines an approach as a set of assumptions about language teaching and learning. A method is an overall plan for presenting language based on an approach. Techniques are specific classroom activities. A syllabus specifies the content to be learned for a subject, while a curriculum provides the overall goals and rationale for a program. It also discusses different types of syllabuses including structural, situational and notional syllabuses.
This document provides an overview of the Seminario de Lingüística Aplicada course at Universidad Tecnológica de Pereira. The course is a 3 credit, 3 hour per week seminar that focuses on applied linguistics and its relationship to language teaching. Over the 15 week course, students will explore topics like bilingualism, language planning, approaches and methods in language teaching, and language testing. Assessment will include analysis papers, lesson plans, and an final oral presentation. The course aims to help students reflect on their professional development and apply linguistic theory to their teaching practice.
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The document discusses different types of language teaching syllabi, including grammatical, functional-notional, situational, skills-based, topic-based, and task-based syllabi. It provides details on the characteristics and focuses of each type. It also discusses that most syllabi use a combination of approaches and that a syllabus organizes and sequences content into teachable units, while considering pacing, presentation, and practice. The goal is to select a syllabus that fits the learners and fulfills the language teaching goals.
RBL - Teaching Language Skills 'Reading' and 'Listening' - 4th GroupRBLmadev Class 2018
Presented by Khoirunnisa Isnani / 17716251043 & Pradita Amelia Nugraha Ningtyas / 17716251046 for Resource Based Learning class / Graduate Program of English Education Department / Yogyakarta State University 2018
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- "E" terms represent minimum seller obligations, requiring delivery at the seller's premises. "F" terms require delivery to the carrier, "C" terms require the seller to arrange carriage, and "D" terms signify arrival terms.
- Terms like EXW, FCA, and FAS put delivery and costs obligations on the seller up until goods are delivered to the carrier. CFR, CIF, CPT, and CIP terms require the seller to arrange and pay for carriage.
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1. Facultad de Humanidades
Escuela de Ciencias del Lenguaje
Seminario de Lingüística Aplicada
Curricular Elements
Prof. Carlos Mayora
November 2014
2. Warm-up
Beyond the design of methods, the design of
instruction is a typical activity of applied
linguistics. In this class, we will look at some of
the tasks of course design and specially at
curricular elements.
3. Course design defined
Process
Designing/creating
Instructional
system
Development of L2
knowledge and skills
5. Extending the definition
Goal(s) Learners
Instructional
System
Instructional
materials
Procedures
Activities Teacher(s)
Assessment
6. Grammar Vocabulary
Pronunciation
L2 Knowledge/
skills
Speaking Reading
Writing Listening
General
interest
Special
purpose
Extending the definition
7. Extending the definition
In that definition, we see that the process is
a. systematic;
b. practical; and
c. it tackles a real-world language related problem.
We could also add that the foundations of the process
are interdisciplinary in nature since it deals with both
the nature of language, the nature of learning and it
needs to address a number of resources. Thus, it is
applied linguistics in action.
8. • Curriculum
and materials
design.
• Resources
available, both
material and
human.
• The
linguistic
system
• Mental
processes
involved in
learning
Psychology Linguistics
L2 curriculum design
Management Education
Interdisciplinarity
10. Central elements
Theory/beliefs about language
Theory/beliefs about learning
Instructional material
Approach Syllabus Techniques Exercises
Selection and grading of content
Teaching
Assessment
11. Curriculum
CURRICULA are concerned with making general
statements about language learning, learning purpose and
experience, evaluation and the relationships between
teachers and learners… [ they also include] banks of
learning items and suggestions about how these might be
used in class
Nunan, 1988, p. 3
CURRICULUMis a very general concept which involves
considerations of the whole complex of philosophical,
social and administrative factors which contribute to the
planning of an educational programme.
Allen, 1984, p. 6
12. Syllabus provides direction and guidance in the
scope, sequence and pacing of classroom activities.
Omaggio, 1986, p. 410
Syllabus
Syllabus is …an inventory of objectives the learner
should master… in a recommended sequence.
Celce-Murcia, 2001, p. 9
13. Stages in educational planning
National ministeries/offices
Regional administrative unit
The department
The classroom
Curriculum
Syllabus
Lesson
The Institution
15. Types of Syllabi
A type or kind of syllabus is defined by…
• its focus (grammar, meaning, lexis, etc.);
• its units of progression; and
• its grading criteria,
16. Grammar, formal
language structures
Communication
Specific language skills
(i.e. listening)
Difficulty or complexity
(intuition)
Discrete structural items
(i.e. rules, tenses, sounds)
Situations (i.e. at the
airport)
Notions (i.e. time,
quantity)
Usefulness for student
or chronology.
Usefulness (based on
intuitions)
Topics or themes (i.e.
The government)
Usefulness or
chronology. Interest
Social functions of
language (apologizing)
Frequency, usefulness or
chronology
Hierarchy (sub skill A is
necessary for sub-skill B)
Sub-skills or micro skills
(i.e. listening for the gist)
Usefulness or frequency
or hierarchy.
Tasks, either pedagogical
or metacommunicative.
Tasks or cognitive
processes
Learners’ interests or
needs (negotiation)
Types of Syllabi
17. Three perspectives on selecting and grading content
1. Identify the general contexts and situations in
which the learners will communicate.
2. Specify the communicative events the learners
will engage in.
3. Make a list of the functional goals that the
learner will need in order to take part in the
communicative events.
4. List the key linguistic elements needed to
achieve functional goals.
5. Sequence and integrate 3 and 4.
Nunan, 2001, p. 63
18. 1. contexts and situations
2. communicative events
3. functional goals
4. linguistic elements
5
First perspective: CLT
24. Third perspective: Multi-layered perspective
• The units of progression may vary from course
to course.
• Whatever unit of progression chosen, course
designers need to check other units are also
covered and dealt with within the appropriate
level for the student.
Nation and Macalister, 2010
26. Multi-layered perspective: Suggested grading
criteria
Language areas Research based suggested criteria
Vocabulary West’s General Sevice List,
Coxhead’s Academic list
Grammar Georges’ Verb form frequency
counts
Functions Van Ek notional syllabus
Council of Europe’s list of functions
27. Multi-layered perspective: Suggested grading
criteria
Language areas Research based suggested criteria
Discourse Biber’s work on co-occurrence
Swales textual genre categories*
Skills/sub-skills Skill taxonomies (Brown’s or
Richards’). Cognitive
taxonomies (Bloom) or
strategy inventories (Oxford)
Ideas Ideas relevant to the course for
their value to motivate learners,
familiarity and encouragement of
language use.
29. Bibliography and suggested readings
• Brown, J.D. (1995). The Elements of Language Curriculum: A Systematic Approach to Program
Development. Heinle & Heinle Publishers.
• Celce-Murcia, M. (2001). Language teaching approaches: An overview. In Celce-Murcia, M. (Ed.)
Teaching English as a second or foreign language (3rd ed., pp. 3-11). Boston, MA: Heinle & Heinle.
• Long, M. & Crookes, G. (1992). Three Approaches to Task-Based Syllabus Design. TESOL Quarterly,
Vol. 26, No. 1. pp. 27-56.
• Nation, I.S.P. and Macalister, J. (2010). Language Curriculum Design. New York: Routledge.
• Nunan, D. (1988). Syllabus design. Oxford: Oxford University Press.
• Nunan, D. (2001). Syllabus design. En M. Celce-Murcia (Ed.), Teaching English as a second or
foreign language (3º ed., pp. 55-65). Boston, MA: Heinle & Heinle.
• Omaggio, A.C. (1986). Teaching language in context. Proficiency oriented instyruction. Boston:
Heinle & Heinle Publishers, Inc.
• Richards, J.C. (1990). The language teaching matrix. Cambridge: Cambridge University Press.