TEFL - The Purpose of these Slides
- To define methodology.
- To explain how methodology is related to curriculum development and syllabus design.
- To describe the “methods” debate.
- To explain the basic principles of communicative language teaching, and describe its current importance in language teaching pedagogy.
- Language Curriculum Development is concerned with
- Principle and procedures for the planning, delivery, management and assessment of teaching and learning.
- Curriculum development processes in language teaching comprise need analysis, goal setting, syllabus design, methodology, and testing and evaluation.
- Three main subcomponents of Curriculum
- Curriculum has three main subcomponents: Syllabus design, methodology, and evaluation.
- Syllabus design has to do with selecting, sequencing, and justifying content.
- Methodology has to do with selecting, sequencing, and justifying learning tasks and experiences.
- Evaluation has to do with how well students have mastered the objectives of the course and how effectively the course has met their needs.
Figure of subcomponents of a curriculum | | | | | | | - What content should we teach?
- In what order should we teach this content?
- What is the justification for selecting this content?
| | | - Classroom techniques and procedures
| - What exercise, tasks, and activities should we use in the classroom?
- How should we sequence and integrate these?
| | | | - How well have our students done?
- How well has our program served our students needs?
| - The Terms of Curriculum, course, and Syllabus
- Curriculum is the totality of an organized learning experience; it provides the conceptual structure and a set time frame to acquire a recognizable degree, and describe its overall content, e.g. the curriculum of a five- year degree programme in “Mechanical Engineering: at a certain higher education institution. (Maya & Todor 2003:60)
- The Terms of Curriculum, course, and Syllabus
- Course is the totality of an organized learning experience in a precisely defined area, e.g. the course of “Fluid Dynamics” within the curriculum “Mechanical Engineering”. (Maya & Todor 2003:60)
- The Terms of Curriculum, course, and Syllabus
- Syllabus is the prescription of details on a specific course, such as what will be learn (and when) the texts to be read, the areas in which expertise is expected to be demonstrated. (Maya & Todor 2003:60)
- The Terms of Curriculum, course, and Syllabus
- In conclusion
- Curriculum is 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; syllabus, on the other hand, referes to that subpart of curriculum which is concerned with a specification of what units will be taught. (J.P.B. Allen )
- Types of Syllabuses in Current English as ESL
- Structural (organized primarily around grammar and sentence patterns)
- Functional (organized around communicative functions, such as identifying, reporting, correcting, describing)
- Notional (organized around conceptual categories, such as duration, quantity, location)
- Topical (organized around themes or topics, such as health, food, clothing)
- Situational (organized around speech settings and the transactions associated with them, such as shopping, at the bank, at the supermarket)
- Skills (organized around skills, such as listening for gist, listening for specific information, listening for inferences)
- Task or activity-based (organized around activities, such as drawing maps, following directions, following instructions)
- (Jack C. Richards 1995:9)
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