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WELCOME TO OUR PROJECT DISSERTATION DEFENSE

WELCOME TO OUR PROJECT DISSERTATION DEFENSE. Dissertation Structure:. Project Title Problem Formulation Objectives General Specifics Justification Research Questions Theoretical Frame. Dissertation Structure:. Variables Research Methodology Population and Sample

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WELCOME TO OUR PROJECT DISSERTATION DEFENSE

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  1. WELCOME TO OUR PROJECT DISSERTATION DEFENSE

  2. Dissertation Structure: • Project Title • Problem Formulation • Objectives • General • Specifics • Justification • Research Questions • Theoretical Frame

  3. Dissertation Structure: • Variables • Research Methodology • Population and Sample • Research Instruments • Conclusions • Recommendations • Alternative Proposal

  4. Project Title: ANALYSIS OF THE ENGLISH LANGUAGE TEACHING SYSTEM IN THE ECUADORIAN AIR FORCE HEADQUARTERS IN CONNECTION WITH THE SIX CURRICULUM COMPONENTS

  5. Problem Formulation: HOW THE ENGLISH LANGUAGE TEACHING SYSTEM IS DEVELOPED IN THE ECUADORIAN AIR FORCE HEADQUARTERS IN RELATION TO THE EXECUTION OF THE SIX COMPONENTS OF THE CURRICULUM?

  6. General Objective: To apply the six components in order to develop the process of teaching in the English language teaching system in the Ecuadorian Air Force Headquarters.

  7. Specific Objective: • To determine the Institutional objectives … • To design an Alternative Proposal … • To evaluate the components of the curriculum…

  8. Specific Objective: • To determine the incidence of the load schedule … • To coordinate with E.D., implementation… • To gather curricular information of the language teaching that it supports …

  9. Justification: English Language has become vital in many activities in the Ecuadorian Air force… The scientific and technological advances have shortened the distances… To create conscience about the importance of the English language domain…..

  10. Research Questions • Which are the Institutional objectives that the Education Directory of the Ecuadorian Air Force wants to reach with the English language teaching in the Ecuadorian Air Force Headquarters? • Which are the components of the curriculum that are applied to the curricular design used in the English language courses developed in the Ecuadorian Air Force Headquarters?

  11. Research Questions • Which is the incidence of the load schedule in the which that will be obtained when concluding every period of classes in English courses in the Ecuadorian Air Force Headquarters? • Which is the alternative proposal to achieve a better knowledge level of the English language in the Ecuadorian Air Force Headquarters personnel?

  12. Research Questions • Which is the curricular information about of the teaching languages that support the courses developed in the Ecuadorian Air Force Headquarters?

  13. Theoretical Frame: • The Ecuadorian Air Force Mission Vision Importance Strategic Objectives Institutional Principles Values

  14. Theoretical Frame: • The English language Importance Origin and development Dialects and Regional variants

  15. Theoretical Frame: • Linguistics Definitions Areas of Theoretical Linguistics Applied Linguistics

  16. Theoretical Frame: • The Curriculum Objectives Contents Time Methodology Didactics Resources Evaluation

  17. Variables: Independent variable: • English language Teaching System. Dependent variable: • Curriculum Components.

  18. Research Methodology: The present research was done applying the Descriptive Research… The two most commonly types of descriptive research designs are Observation and Surveys. It allows to diagnose and to deepen in to the ways that will go opening up inside of the teaching learning English language process in the Ecuadorian Air Force Headquarters.

  19. Population: • This research was carried out with the Ecuadorian Air Force Headquarters personnel.

  20. Sample: The sample was all the personnel who has registered in English courses in the Ecuadorian Air Force Headquarters, for the first semester of the 2005.

  21. Research Instruments: TECHNIQUES: • OBSERVATION • INTERVIEWS • SURVEY • SECURITY SESSION

  22. Conclusions: • The Air Force personnel wants to improve its English language domain. • The implementation of good teaching system helps Air Force personnel to face the last advances in science and technology. • The knowledge of the English Language helps to the Institution to reach its mission in an effective and efficiency way.

  23. Recommendations: • To create conscience in the Air Force members about the importance of the English language domain. • To improve the teaching-learning process established in the Ecuadorian Air Force. • To increase the load schedule of English language in the learning process.

  24. ALTERNATIVE PROPOSAL PLANNING AND DESIGNING A SYLLABUS TO THE ENGLISH TEACHING PROCESS IN THE ECUADORIAN AIR FORCE HEADQUARTERS.

  25. Course Development • Developing a course rationale/justification • Describing entry and exit levels • Choosing course content • Sequencing course content • Planning the course content (syllabus and instructional blocks) • Preparing the scope and sequence plan

  26. The Course Rationale • Who is the course for? • What is the course about? • What kind of teaching and learning will take place in the course?

  27. Example of a course rationale “This course is designed to the Ecuadorian Air Force personnel who wish to improve their communications skills in English in order to improve their performance into the Ecuadorian Air Force”

  28. Describing the entry and exit level • To determine the level at which the program will start and the level learners may be expected to reach at the end of the course.

  29. Choosing Course Content

  30. Writing Course • Functions(e.g. describing likes and dislikes) • Topics(e.g. writing about world issues) • Skills(e.g. developing topic sentences) • Processes(e.g. using prewriting strategies) • Text (e.g. writing a business letter)

  31. Speaking Course • Functions (expressing opinions) • Interaction Skills (opening and closing conversations, turn taking) • Topics (current affairs, business topics)

  32. Brainstorming • Are all the suggested topics necessary? • Have any important topics omitted? • Is there sufficient priority been given to the most important areas? • Has enough emphasis been put on the different aspects of the areas identified?

  33. Sequencing Course Content • What range of content will be covered? • To what extent should each topic be studied?

  34. Planning the Course Content • Syllabus Framework • Developing instructional blocks

  35. Syllabus Options • Grammatical or structural syllabus • Functional syllabus • Situational syllabus • Topical or content-based syllabus • Competency-base syllabus • Skills syllabus • Task based syllabus • Integrated syllabus

  36. Developing Instructional Blocks 30 • Modules Course 120 Hours • Units Units Group of Lessons LESSONS 30 30 30 L L FOCCUS L L L L L L

  37. Preparing the scope and sequence plan • Scope = reach, achievement • Sequence = process progress

  38. THANK YOU ! “…Because I see at the end of my rough way that I was the architect of my own destiny… ” Amado Nervo

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