(5)Foreign-Language-Teaching-Theories.-(5)-ppt

ForeignLanguageTeachingTheoriesChapter5SyllabusDesign5.1Whatissyllabus•Syllabusisadescriptionofthecontentsofacourseofinstructionandtheorderinwhichtheyaretobetaught•Curriculumisoftenusedinterchangeablywithsyllabus,butitcanbeusedinabroadsense,referringto:•Theends,theeducationalpurposeoftheprogram•Thecontents,teachingprocesses,andthelearningexperienceswhichwillbenecessarytoachievethispurpose•Somemeansofassessingwhetherornottheeducationalendshavebeenachieved5.2Whatissyllabusdesign•Syllabusdesignreferstotheproceduresfordecidingwhatwillbetaughtinalanguageprogram,whichincludes:•thestudyofthepurposesforwhichalearnerneedsalanguage(needsanalysis)•thesettingofobjectives,developmentofacurriculum,teachingmethodsandmaterials•theevaluationoftheeffectsoftheseproceduresonthelearner’slanguageability5.3Majorfactorsinprogramdesign•5.3.1Selectingparticipants•Specifythecharacteristicsofthelearner–namethespecificationsandchooseindividualswhomatchthem•Knowthelearner’smotivationandtheirpastexperiencesinlearning•Choosetheappropriateteacher•5.3.2analyzingtheconcreteneedsandthegapbetweenthelearner’spresentmasteryandthefuturerequirementofhim/her•5.3.3Writingthesyllabus•5.3.3.1Statethestudentstobetaught•5.3.3.2Stipulatetimeneeded•5.3.3.3Setoutgoalsandpurposes(generalrequirementsonlearner’slanguageability,logicreasoningabilitytoworkontheirown,styleofstudyandstudymethods,culturalknowledge,etc.)•5.3.3.4Stipulatecontents(intermsofthebasicpronunciation,grammar,vocabulary,fourskills,etc.)•5.3.3.5Stipulaterequirements(intermsofvariousconcreteitems,suchashowmanywords,structures,patternsetcaretobelearned,whatleveloflisteningabilityistobeaquired)•5.3.3.6Statewaysoftestingorgradingsystems•5.3.3.7Stipulatetextbooksandteacher’smanuals5.3.4Evaluation•Thesystematicgatheringofinformationforpurposesofdecision-making•Quantitativemethods•Qualitativemethods•Valuejudgments•Formativeevaluation•Summativeevaluation5.4Typesofsyllabus•5.4.1TheStructuralSyllabus•Asyllabuswhichisbasedonaselectionofgrammaticalitemsandstructuresandthearrangementofthemintoanordersuitableforteaching•Thelinguisticunitsinasentencemayappearinslots,eachofwhichmaybefollowedbyagroupofsubstitutionalwords5.4.2TheSituationalSyllabus•Asyllabusthatbasesitsselection,organizationandpresentationoflanguageitemsonsituations•Grammaticalformsandsentencepatternsareknittedindialogues5.4.3TheNotional-FunctionalSyllabus•Asyllabusinwhichthelanguagecontentisarrangedaccordingtothemeaningalearnerneedstoexpressthroughlanguageandthefunctionsthelearnerwillusethelanguagefor.Itcontains:a)themeaningsandconceptsthelearnerneedsinordertocommunicate(e.g.time,quantity,duration,location)andthelanguageneededtoexpressthem.Thesemeaningsandconceptsarecallednotions.b)thelinguisticitemsandstructuresneededtoexpressdifferentpurposesinusingthelanguageorspeechacts(e.g.suggesting,requesting,promising,describing).Thesedifferentpurposesinusingthelanguageorspeechactsarecalledfunctions.‘Wouldyoupleasetellmehowtogettothelibrary?’Thissentenceexpressesthenotionofinquiryandperformsthefunctionofaskingtheway.•Wilkins’notionalmodel•Themeaningofanutterancederivesfromthewholesituationinwhichlanguageisused,andnotfromwordsorsentencesinisolation.•Wilkinsproposedthreecomponentsfornotionalsyllabuses:--thesemantic(basicconcepts,whatwecommunicate)--thefunctional(interactionalaspect,whywecommunicate)--theformal(grammaticalknowledge,howwecommunicate)Theinteractionalaspect,i.e.whatpeoplewanttodothroughlanguage,ismoreimportantthanmasteryofthelanguageasanunappliedsystem.•VanEk’sfunctionalmodel•Thefocusisonwhatthelearnercandowiththelanguageratherthanthemeaninghe/shewantstoexpress.•Thefunctionsmightbeidentifying,describing,inviting,offering,etcinspeechorwriting.•Thelanguageskillsinvolvedmightbelistening,speaking,reading,orwriting.•Thelanguageitemsneededforthesefunctionsarecalledexponentsorrealizations.•5.4.4TheCommunicativeSyllabus•Afullycommunicativesyllabusemphasizescommunicationthroughlanguageratherthanlanguageforcommunication•Whatshouldbedecideduponisnotawell-plannedsyllabus,buttheproblemofcommunicationtobesolved,andhowtheteacherbestinvolvesthelearnersintoactivitiesinwhichtheyimitatehis/heruseoflanguageconsciouslyorunconsciouslyPointoutthetypeofsyllabuseachofthefollowingextractsfromteachingmaterialsbestfitsinto:•(A)Contents•Introduction•Transport•Askingtheway•Onabus…•FoodandDrink•Atlunch•Teatime…•(B)CONTENTS•TextDialogueGrammarpronunciation•ADayMyHomeSimplepresentIntonationsof•AtCollegetensegeneralquestions•(C)ObligationsandNecessity•(1)Confirmingprocedures•(2)Confirmingobligations•(3)Recognizingobligations(1)•(4)Recognizingobligations(2)•(5)Questioningobligations•--Youmustwashyourhands.•--DoIhavetowashthem?•--Yes,youdo.Andyoumustcombyourhairtoo.•--DoIhavetocombit？AnalyzeneedsAnalyzeerrors•.SpecifyskillsSpecifylevelsDesignProvidesyllabusfeedbackSelectDesignteachingteachingEvaluatestrategymaterials