1 / 12

EDU 402

SYLLABUS DESIGN. EDU 402. DESIGNING COURSES – HOW TO?. 1. FACT FINDING STAGE – SOCIETAL FACTORS 2. BASIS FOR CURRICULUM AND SYLLABUS DESIGNING 3. LEARNERS AND TEACHERS NEEDS 4. GOALS AND INSTRUCTIONAL PLANS 5. THE COMMUNICATIVE SYLLABUS

hayley-ewing
Télécharger la présentation

EDU 402

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. SYLLABUS DESIGN EDU 402

  2. DESIGNING COURSES – HOW TO? • 1. FACT FINDING STAGE – SOCIETAL FACTORS • 2. BASIS FOR CURRICULUM AND SYLLABUS DESIGNING • 3. LEARNERS AND TEACHERS NEEDS • 4. GOALS AND INSTRUCTIONAL PLANS • 5. THE COMMUNICATIVE SYLLABUS • 6. MATERIAL DEVELOPMENT – SOCIO CULTURAL APPROPRIATENESS, LINK BETWEEN SYLLABUS AND AUDIENCE • 7. READING SKILLS

  3. ASSESSING SOCIETAL FACTORS • A. LANGUAGE SETTING • B. PATTERNS OF LANGUAGE USE • C. ATTITUDES TOWARD LANGUAGE • D. POLITICAL AND NATIONAL CONTEXT

  4. A. LANGUAGE SETTING • Significance of the language setting in terms if its effects on the learners and the learning process • Eg: language setting may be a strong support for the learning of the target language • Initial survey should provide a description of the role of TL

  5. ESL OR EFL?

  6. WHO ARE THE LEARNERS? • A. IN NEED OF SURVIVAL SKILLS SETTLING IN A NEW COMMUNITY • B. COME FOR A LIMITED TIME, FOR A WELL-DEFINED PURPOSE • C. ESL, EFL, ESP

  7. B. PATTERNS OF LANGUAGE USE

  8. C. ATTITUDES TOWARDS LANGUAGE • A. Attitudes towards the language, people who speak it, and the culture it represents – group attitude • B. Attitude towards the learning process itself, individual needs, teachers’ efficacy, materials, school system – personal attitude

  9. ATTITUDES TOWARDS LANGUAGE • POSITIVE ATTITUDE – reflect high regard and appreciation to language and culture, high personal motivation, feeling of self fulfillment, success, and enthusiasm • NEGATIVE ATTITUDE – historical factors, political and national trends, social conflicts. Creates psychological distance affecting learning-teaching process

  10. D. POLITICAL AND NATIONAL CONTEXTS • POLITICAL CONSIDERATIONS – the administration in power and its views of the language • NATIONAL CONSIDERATIONS – promoting nationhood, patriotism, development of national language • QUESTIONS TO ASK – a. local languages for early education, b. the preferred national language for intermediate education, c. an international language for government and higher education

  11. SUMMARY • IN DESIGNING COURSES : • The language setting • Patterns of language use • Attitudes towards language • Political and national contexts

  12. POINTS TO PONDER • What are Saudi learners’ language needs? • What are their attitudes towards English and the learning of English? • Can learning English or other foreign languages lessen the significance of Arabic? • Are English courses offered in YUC sufficient for Saudi students?

More Related