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COURSE DESIGN, Nur Fatihatul Aisyah binti Mohd Zaki, 199748 - Coggle…
COURSE DESIGN
Foundation for deciding learning objective
Register analysis
Barber's (1962)
study of
verbs form
vocabulary
sentence structure
analyzing
books
extract from university textbook in astronomy
research article in the field of biochemistry
university textbook on engineering electronic
why
establish sentence lenght
number of clauses per text
the frequency of clauses type
the ratio of passive to non-passive verb
tense pattern
word frequency pattern
whole range of linguistic features
setting
EAP
to identify and teach language feature that characterize the formal academic writing
EOP
highlight less common grammar form that are uniquely characteristic of particular target language setting
Rheotorical analysis
top down perspective
link language form and language use
provide ESP course designer and instructor with a more informed basis
setting
EAP
focus on and explain why certain logical connector appear more logically than other
EOP
to explained why on increase use of modal verbs appears in the language of telephone operator that need to respond to customer in a polite way
genre analysis
identify
style
content
structure
intended audience of target text
communication purposes
use in
business letter
speeches
report
improve
reading of research article
writing of research article
learning and metacognitive skills
focus on thinking, problem solving and concept forming
Thorndike (1898)
Watson (1913)
Skinner (1957)
Chomsky (1957)
Ausubel (1968)
Ertmer & Newby (1993)
Hutchinson & Water (1987)
Henter (2014
sequencing learning objectives
general principal sequencing
Nation & Macalister (2010)
Progressively cover
skills
strategies
useful language items
sequenced item to give learner
increasingly spaced
repeated opportunities
give attention to target items
ensure the combination of items contribute
learning process
interference affects are avoides
make the most effective use of previous knoledge
train learners to monitor their gains
Four strand of learning
meaning focused output (MFO)
language focused learning (LFL)
meaning focused input (MFI)
fluency development
sequencing in syllabus and curriculum specification
syllabus type
content based
genre based
notional function
situational
skill based
structural
task based
sequencing pattern
linear
linear + revision unit
spiral
matrix
thread
curriculum design
EAP
ensure some kind of baseline level competency
progress from general to advanced course
have elective status
senior
junior
EOP
aimed at specific worker
required status depend on
role
position
new recruits need to take classes
short
intensive
basic language
type of course design
language centered course design
aims
draw as direct, a connection between analysis of the target situation
logical procedure
weakness
only at surface level
used as a means of identifying the target situation
only a restricted area of the language is taught
used solely as a way of locating the restricted area
static and inflexible procedure
internally generated system not an externally imposed system
give no acknowledgement to factor
analytical being used inappropriately
learning centered approach
based on principle that learns is totally determined by the learner
implication
course design is a dynamic process
course design is a negotiated process
teaching methods
debates
small group work
classroom discussiom
project
presentation
games
role play
case study
simulation
benefits
enlarge the participants in the learning process
encourage them to reflect on what are they learning
help develop life skills
learn how to
think
solve problem
make decision
work as team member
evaluate evidence
analyze argument
generate ideas
skill centered course design
two fundamental principle
theorotical hypothesis
used in orders to produce or comprehend discourse
aims
to get away from the surface performance data
look at the competence that underlies the performace
the pragmatic basis
approach derives from distinction
between goal oriented courses & process oriented courses
aims
not to provide a specified corpus of linguistic knowledge
to make learners into better processor of information
roles of need analysis (SCCD)
provide basis for discovering-enable people to perform in target situation
enable to the course discover the potential knowledge and abilities
Nur Fatihatul Aisyah binti Mohd Zaki
199748