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Designing topic specific syllabus - Coggle Diagram
Designing topic specific syllabus
target situation
what the learner has to know to perform effectively in the target situation
giving oral presentation
telephoning
socializing
information about the target learners
present situation: what learners already know
language and communication skills that learners have not mastered and should to learn to perform effectively in particular situation
learners desire or wants:
information about the discourse
information about the discourse
generic structure
3.pragmatic feature
2.lexicogrammatical feature
to bring the information together
conduct reaserch
collect language data
interview professionals
analyze data
Mc Carthy and Handford recomend spoken English pedagogy should train learners focusing on such areas
perrsonal deixis
face saving manner
inderectness
hedgings
politeness
purposive vagueness
Koster identified 5 types of interpersonal markers
vague language
hedges
imodal and idioms
intensifiers
linguistic devices
mitigating face threats
politeness expression
showing solidarity
relational talk
humor
relying only on textbooks
not ample information
too direct
impolite
over explicite
information about the effectiveness of different teaching approaches and methods
providing with the list of expressions :
It's worth a try,
that's possible but
the learners may fail to implement on context appropriately
scripted dialogues: fail to contend the features of natural conversation
authentic dialogues
1.discussion, 2. noticing tasks, 3.awareness raising task
information about the environment
to make the course1. suitable,
2.practical 3.realistic
proposed type of material is authentic language
the possible propblems might be caused by the lack of materials and lack of time
it might be not possible to record authentic conversation from real situation
the topic- specific analysis
adopting a research-informed approach
what and how to teach
personal needs analysis
relevant linguistic and pedagogically-oriented studies related to the topic
the in-house needs analysis
stage 1 questionnaire
stage 2 analuzed business meeting role-play activity
constraints: 1.time, 2.resourses and 3.access to information
findings from questionary
perceived target situation
perceived necessities
present situation and lacks
designing the business meeting module
component1: experiental learning
component 2: repeated reflection
component 3:language focus and feedback
implementing the module
starting a meeting
ending a meeting
concluding
asking someone's opinion
agreeing/giving one's opinion
asking for clarification
asking for elaboration
evaluation of the module
improve business meeting skills
identify weakness and strenth oral speaking,problem solving, critical thinking skills.