Please enable JavaScript.

Coggle requires JavaScript to display documents.

Part 3 - Coggle Diagram

- - - - EAP courses must therefore highlight “learning how to learn,” such as through consciousness-raising, explicitness, the use of task-appropriate strategies, learner-centeredness, self- directed learning, and learner autonomy (Ellis & Sinclair, 1989).
      - “an integrated series of teaching-learning experiences, whose ultimate aim is to lead the learners to a particular state of knowledge.” Hutchinson and Waters (1991, p.65)
      - "A teaching/learning experience that occurs over a specific time with a specific focus"
        (Graves, 2008, 147)
      - Course design is “a grounded process” (Graves, 2000:13) that mainly depends on the type of the context where it takes place.
    - - Student-teacher relationship
        Toohey (2002, p.1) refers to the importance of course design when she states that “Of course the way in which the curriculum is brought to life is equally important, but the power of good teacher-student interactions is multiplied many times by good course design.”
  - - - Culture provides a broader and deeper context for how one knows or determines what is valued, appropriate or even feasible and why. Damen (1986) calls culture the ‘fifth dimension of language teaching’ Kramsch (1993) asserts that culture is an underlying dimension of all one knows and does.
    - - Includes attitudes, self-confidence, motivation and learner’s approach to learning. How to improve learners’ self-confidence or helping learners become aware of their attitude toward the target culture may be explicitly included in a syllabus, as may activities that help learners become aware of their strengths and overcome their weaknesses as learners.
- - - - Conditions: the parameters within which they can do it.
      - Criteria: the level of competence expected.
      - Performance objectives can also be expressed as ‘competence statements’ which are then broken down into observable performance criteria (judged by an assessor).
        Mager, (1975)
      - Performance: what learners will be able to do.
    - - proficiency goals
      - cognitive goals
      - affective goals
      - transfer goals