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Chapter 2 - From Syllabus Design to Curriculum Development

GSL 506 Presentation
by

Heidi Gramlich

on 12 November 2012

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Transcript of Chapter 2 - From Syllabus Design to Curriculum Development

From Syllabus Design to Curriculum Development Chapter 2 The Quest for New Methods The Emergence of Curriculum Development Syllabus Design Changing Needs Needs Analysis English for Specific Purposes From Grammatical Mastery to Communicative Competence Communicative Language Teaching The Process Syllabus
should reflect the learner's needs Determining the Content
restriction
selection
themes and topics
communicative needs Determining the Learner's Needs
an ongoing process
involves everyone
can include questionnaires, surveys, and interviews among other methods
Syllabus Types
notional syllabus
semantico-grammatical meaning
modal meaning
communicative function
functional syllabus purpose
setting
role
communicative events
language functions
notions
discourse and rhetorical skills
variety of the target language needed
grammatical content
lexical content Approaches to Syllabus Design
synthetic
traditional, grammar-based
analytic
organized according to the purpose of learning the language and the language performances needed The New Focus Aims and objectives Content Organization Evaluation Curriculum Development: A Network of Interacting Systems
needs analysis
goal setting
syllabus design
materials design
language program design
teacher preparation
implementation of program
monitoring
feedback
evaluation Richards' Focus
move away from the classic systems approach
"curriculum renewal" - a better
language program
many different components including:
review of principles
reworking of syllabuses
review of strategies

English for General Purposes




English for Specific Purposes(ESP)

In the 1950s - Situational Approach
In the 1960s - Audio-lingual Method Needs for Foreign Language in Europe In the 1970s, The Council of Europe (an organization of Europe countries designed to promote cultural and educational cooperation) decided to examine foreign language teaching policies more closely.

Each Methodology



Individual Needs
Focused on
specific purposes/occupations/situations

Used
register analysis
distinctive patterns of language
discourse analysis
units of organization/structures
The ESP Approach
Full transcript