Chapter 2 : Points of Departure

Introduction

Basic orientation

Learning purpose

Learning Goal

1)The options available to syllabus designers


2)Starting points in syllabus design consists of,
What to teach in order to develop proficiency in 2nd or
foreign language.**
i.know more then just language learning
ii.teach the totality of a given language
iii.complete descriptions of the target language
iv.problems with selecting and sequencing content


3)Judgements in selecting syllabus components from all the options are necessary.


4)Value judgements affect decision-making in syllabus design.


5)Value judgements are necessary to present syllabus designers with constant problems.

Needs Analysis

  • to collect information on why learners want to learn target language.
  • two types: learner analysis and task analysis.

John Munby's (1978) Needs Analysis

  1. Participants - learner's identity and language skill
  2. Purposive Domain - purpose of acquiring TL.
  3. Setting - environment of learning
  4. Interaction - to whom the learner is interacting
  5. Instrumentality - medium. mode, channel
  6. Dialect
  7. Target level - basic or master the TL -productive and receptive
  8. Communicative event
  9. Communicative Key.

Definition

General purposes

Affective goal

Learning goal

Communicative goal (FOCUS)

Cognitive goal

Learning a language, it was assumed, entails mastering the elements or building blocks of the language and learning the rules by which these elements are combined, from phoneme to morpheme to word to phrase to sentence.
(Richards and Rodgers, 1986:49)

Analytic

Synthetic

Analytic + Synthetic

Oral Method

Army Method

Grammar-Translation Method

Audiolingualism

Silent Way

Communicative Language Teaching

Community Language Learning

Functional Notional