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.COURSE DESIGN
A process where raw data abt a learning need is intepreted…
.COURSE DESIGN
A process where raw data abt a learning need is intepreted to produce an itegrated series of learning
The information gathered must be interpreted to answer questions the next time another course needs to be designed. There are 3 approaches to ESP course design
FIRST APPROACH : LANGUAGE CENTRED COURSE DESIGN
- It is simple and most familiar to English teachers
- Aims to draw connection between analysis of the target situation and the content of ESP course
WEAKNESS :
- Learner is used as a way to locate restricted area which then results in learner playing no further part in the process. Therefore it is learner centered but learned restricted
- Language centred process can be criticized for being a static and inflexible procedure because it takes little account of the conflict and contradictions and then results in the course designer locked into a relentless process
- Systematic analysis endangers the false belief that learning is systematic and course designer do not know enough abt the mind while creating the internal system of knowledge
- Does not pay attention to factors which must play a big part in creating any course however good pedagogic materials are not made interesting enough resulting it to be boring
- Reveals little about the competence that underlines the importance
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THIRD APPROACH - LEARNING CENTRED APPROACH
- Based on principles that learning is determined by learners
- Learning is a process of nego between indviduals and society and not only mentally
- To discover how someone acquires a competence
Two implications from the figure
- A negotiated process - Learning situation and target sitaution will influence syllabus, materials, methodology and evaluation.
- Dynamic process - Needs and resources vary from time to time. Needs to have built in feedback to enable responds to developments
RESTRICTION TO ONE SKILL:
a. How will students react to task and will they appreciate more work and activity
b. Are the resources provided helping them use other skills as well?
c. How will they react if they discussed things in their mother tongue
d. Understanding learners attitude
e. How would they feel about reading activity
These answers would reinforce the idea of doing reading only or they might think that integrated skills approach is required. Most importantly, is that the results to these questions allow to influence course design
- Register Analysis - characteristic set of language elements, including grammar
forms and vocabulary items that people will associate with a particular situation, purpose, or social context ( Halliday, 1978 , 1989 )
- Rhetorical (discourse) analysis - an area of research that
has greatly informed ESP course and program design
- Genre analysis - most important principles used in ESP today
- a class of communicative events, the members of
which share some set of communicative purposes
Learning and metacognitive skills
- planning,
selecting appropriate learning strategies, self-correcting
- EXAMPLE :
- Instructors
might use a behaviorist approach to help learners improve their pronunciation and signal transitions between slides using a few memorized phrases,
such as “Here is the outline” and “Let me now give you the conclusion.”
- Instructors may focus on affecttive factors to help learners such as :
- A successful presentation
- Giving them motivation to speak in front of others (face anxiety)
- Helping them develop and project positive attitudes
- Teaching them making mistakes helps them reach success
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