Goals And Objectives in a Language Course

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A presentation by professor Álvaro Muñoz. Manizales, Colombia.

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Goals And Objectives in a Language Course

  1. 1. Objectives: The curriculum tells us that objectives (what we want learners to be able to do with the language) come from needs – not from tests, not from any old materials you have on the shelf
  2. 2. Think about objectives and how well they are met: <ul><li>Think about the Monbusho guidelines for lower and upper secondary education in Japan – these are objectives: </li></ul><ul><li>“ To develop students’ basic ability to understand a foreign language and express themselves in it, to deepen their interest in a language….” </li></ul><ul><li>Sounds great! When do you think these were written? </li></ul>
  3. 3. <ul><li>language learning objectives almost always look like the dreams we want to come true; language teaching almost always reflects our real view of what students need. </li></ul>
  4. 4. Definition <ul><li>Way of putting into words the main purposes and intended outcomes. </li></ul><ul><li>Points you pass through </li></ul>
  5. 5. Goals <ul><li>Visions and priorities </li></ul><ul><li>Class time is limited </li></ul><ul><li>Objectives are statements about how the goal will be achieved </li></ul>
  6. 6. <ul><li>Will achieving this objective help me reach this goal </li></ul><ul><li>The more specific the easier to follow </li></ul><ul><li>Cause and effect </li></ul>
  7. 7. <ul><li>KASA Knowledge-awareness- Skills- </li></ul><ul><li>ATASK : awareness-teacher- Attitude- Skills- Knowledge. </li></ul><ul><li>STERN. Proficiency-Cognitive –Affective- Transfer </li></ul>
  8. 8. Objectives <ul><li>Subject: who will achieve the objective </li></ul><ul><li>Performance: what the subject will be able to do </li></ul><ul><li>Conditions: the way in which the subject will be able to perform. observable </li></ul><ul><li>Measure: the way the performance will be observed or measured </li></ul><ul><li>Criterion: how well the subject will be able to perform </li></ul>
  9. 9. In Nunan ’s (1988) point of view <ul><li>‘ specific objectives contain three elements: tasks, conditions, standards . </li></ul><ul><li>The task statement indicates what it is that the learner is to do; </li></ul><ul><li>the conditions define the circumstances under which the task will be carried out; </li></ul><ul><li>and the standa rd s specify the degree of skill to be exhibited.’ </li></ul>
  10. 10. <ul><li>Task: Each student draws his family tree and changes it with his fellow and asks questions about the names that they see on the family tree. </li></ul><ul><li>Condition: Pair work, in the classroom. </li></ul><ul><li>Standards: Utterances should sound natural and be comprehensible firstly to understand themselves but later aimed to undestand a native speaker. </li></ul>
  11. 11. Guidelines for writing objectives <ul><li>Goals should be general but not vague. </li></ul><ul><li>Goals should be transparent. Don´t use jargon </li></ul><ul><li>A course is successful and efective if the goals have been reached. If we accomplish (goal) , will the course be successful? </li></ul><ul><li>Goals should be realistic. they should not be what you want to achieve but what you can achieve. </li></ul><ul><li>Goals should be relatively simple. Unpack them and make them into more than one goal, if necessary. </li></ul>
  12. 12. <ul><li>They should be about something the course will explicitly address in some way </li></ul><ul><li>Objectives should be more specific than goals. </li></ul><ul><li>Objectives should directly relate to goals. </li></ul><ul><li>Cause efect relationship. </li></ul><ul><li>They should focus on what students will learn. (term paper) </li></ul><ul><li>Goals =long term </li></ul><ul><li>More objectives than goals. </li></ul><ul><li>Limit each objective to one language skill or language area. </li></ul><ul><li>A clear set of goals are the basis for evaluation of the course. Objectives= assesment of students learning. </li></ul><ul><li>They should be stated in terms of the learner. </li></ul><ul><li>Layers of objectives. </li></ul>
  13. 13. Samples: goals and objectives <ul><li>Students will be able to utilize the skills of listenig and speaking for the purposes of: socializing, providing and obtaining information, expressing personal feelings,and opinions, persuading others to aopt a course of action, in the targeted topic areas by: </li></ul><ul><li>Students will be able to utilize the skills of reading and writing for the purposes of ... </li></ul><ul><li>Students will develop cross cultural skills and understanding of perceptions, gestures, folklore and family and community dynamics by: </li></ul><ul><li>Students will develop skills that enale them to work together cooperatively by: </li></ul>
  14. 14. <ul><li>Comprehend messages and short conversations when listening to peers, familiar adults and care providers of public services in face to face interaction. </li></ul><ul><li>Understand the main idea and some discrete information in television radio or live presentations. </li></ul><ul><li>Initiate and sustain conversations face to face with native spaekers or more fluent individuals. </li></ul>
  15. 15. <ul><li>Read and comprehend materials written for native speakers when the topic and the language are familiar. </li></ul><ul><li>Write short notes, uncomplicated personal and business letters, brief journals and short reports. </li></ul>
  16. 16. <ul><li>Exhibit comprehensive knowledge of cultural traits and patterns. </li></ul><ul><li>Understand how words, body language, rituals and social interactions inluence communication. </li></ul>
  17. 17. <ul><li>Demonstrate the ability to listen actively to speakers within the classroom setting. </li></ul><ul><li>Restate and summarize material for the benefit of the group. </li></ul><ul><li>Personal identification,house/home, services/repairs, family life, health, leisure, travel. </li></ul>

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