Chapter 2 : Points of Departure (Learning purpose (Needs Analysis to…
Chapter 2 : Points of Departure
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
.know more then just language learning
.teach the totality of a given language
.complete descriptions of the target language
.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.
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
Communicative Language Teaching
Community Language Learning
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
Target level - basic or master the TL -productive and receptive
Communicative goal (FOCUS)