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Chapter 2 : Points of Departure (Learning purpose (Needs Analysis to…
Chapter 2 : Points of Departure
Introduction
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.
Basic orientation
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
Oral Method
Army Method
Synthetic
Grammar-Translation Method
Audiolingualism
Functional Notional
Analytic + Synthetic
Silent Way
Communicative Language Teaching
Community Language Learning
Learning purpose
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
Participants - learner's identity and language skill
Purposive Domain - purpose of acquiring TL.
Setting - environment of learning
Interaction - to whom the learner is interacting
Instrumentality - medium. mode, channel
Dialect
Target level - basic or master the TL -productive and receptive
Communicative event
Communicative Key.
Learning Goal
Definition
General purposes
Affective goal
Learning goal
Communicative goal (FOCUS)
Cognitive goal