Please enable JavaScript.
Coggle requires JavaScript to display documents.
Course design - Coggle Diagram
Course design
Approaches
What is course design
a process which the raw data about learning needs is interpreted to produce an integrated series of teaching-learning experiences, to lead learners to a particular state of knowledge
Language-centred
- aim to draw a direct connection between target situation analysis and the content of ESP course
- logical and straightforward but has some weaknesses:
a) learner is used solely as a way of locating the restricted area, no further part in the process
b) take little account of conflicts and contradictions that are inherent in any human endeavor
c) learning system must be internally-generated, not externally-imposed system
d) analytical model is being used inappropriately as a predictive model
e) analysis of target situation data reveals only at the surface level
Skills-centred
- aim to develop students' ability to read in English
- founded on 2 principles, theoretical and pragmatic:
a) present its learning objective in terms of performance and competence
b) pragmatic basis from a distinction between goal-oriented and process-oriented courses
- enable course designer to discover potential knowledge and abilities the learners bring to ESP class
Learning-centred
- principle of learning is determined by the learner
- course design is a negotiated process, learning situation and target situation influence the syllabus, materials, methodology and evaluation
- course design is a dynamic process, needs and resources vary with time
Learning objectives
In ESP programs
Discourse analysis
- why the target language is used as it is
- frequency of particular language features
- combinations of sentences/paragraphs to construct complete texts
- (EAP) explain why certain connectors are more common
- (EOP) explain the increase use of modal verbs
Genre analysis
- described as a class of communicative events, the members of which share some set of communicative purposes
- how the texts of a genre evolve over time
- why genres are created and how they facilitate communication
- identify communicative purpose, structure, style, content, intended audience
- (workplace leaners) create business letters, reports, speeches
- (academic learners) improve reading, writing RA and grant proposals. academic comprehension
Register analysis
- grammar and vocabulary
- referred as styles (formal/informal/neutral/private)
- targeting ESP-focused grammar
- identify language features in academic writing
- understanding vocabulary distribution in texts
In GE programs
- Mastering tenses
- Using correct verbs
- Constructing sentences
- Using active and passive voice
- Learning the rules of article usage
- Linking ideas with connectors
- Forming nominalizations
- Asking questions
-
-
-