 3. COURSE DESIGN What is a course design?

•interpretation
on learning needs data to produce an integrated series of teaching-
learning experience. What is the aim of course design? •Lead learner to
a particular state of knowledge10/31/12 Free template from
www.brainybetty.com 3

 4. TYPES OF COURSE DESIGN: • Language-centered course

design • Skill-centered course design • Learning-centered
approach10/31/12 Free template from www.brainybetty.com 4

 5. Language-Centered Course Design Simplest kind •Drawing

connection between analysis of target situation and the content of ESP
courses •Seems logical10/31/12 Free template from
www.brainybetty.com 5

 6. Language-Centered Course Design (2) • Weaknesses : – Not

learner centered approach – Static and inflexible – Appears to be
systematic – No acknowledgment to data analysis. – Only at the
surface level of learning10/31/12 Free template from
www.brainybetty.com 6

 7. Language-centered approach to course design:

Procedure10/31/12 Free template from www.brainybetty.com 7

 8. Skill-Centered Course Design •SCA are founded on two

principles - Theoretical - Pragmatic10/31/12 Free template from
www.brainybetty.com 8

 9. Theoretical Principle: Iceberg theory - Underlying any

language are skills and strategies used by learners to produce or
understand discourse - Thus, SCA will combine the performance and
competence when presenting its learning objective10/31/12 Free
template from www.brainybetty.com 9

 10. • Pragmatic Principle : Based on goal oriented and process

oriented course ( Widdowson, 1981) Problem : - Time : Not enough
time to master intended subject - Experience : 1st year student have
little experience10/31/12 Free template from www.brainybetty.com 10
 11. SCA in General :• SCA is not about achieving set of goals.•
It lets the learners achieve what they can with own experience and time
constraint• It is a (continuum process) which means there is no cut of
point of success and failure.• Learner will simultaneously learn and
develop degree of proficiency10/31/12 Free template from
www.brainybetty.com 11

 12. SCA: Conclusion•Take more of learners into account than

LCA•Still take the learner as the user of language instead of a
learner•Still concern with the process of language use notof language
learning 10/31/12 Free template from www.brainybetty.com 12

 13. Skill-centered approach to course design:

Procedure10/31/12 Free template from www.brainybetty.com 13

 14. Comparison of Learner- and Learning-centered approaches

•(Other factors)10/31/12 Free template from www.brainybetty.com 14

 15. LEARNING-CENTRED APPROACH • Focuses on students’

learning. • Determined by the learner. • Builds on prior knowledge and
skills.10/31/12 Free template from www.brainybetty.com 15

 16. Diagram 1 : Learning-centered approach to course design

Theoretical Analyse Analyse Theoretical Views of Learning Target
views of Learning Situation Situation language Identify attitudes/ wants/
potential of learners Identify skills and knowledge needed Identify
needs/ potential/ to function in the constraints of learning/ target
situation teaching situation Write syllabus/ materials to exploit the
potential of Evaluatio the learning situation in Evaluation n the
acquisition of the skills and knowledge required by the target situation

 17. 5 practices that need to be changed to achieve learning-

centered approach (Weimer, 2002) : The functions of content The
role of the teacher The responsibility for learning The processes and
purposes of evaluation The balance of power10/31/12 Free template
from www.brainybetty.com 17
 18. SYLLABUS10/31/12 Free template from
www.brainybetty.com 18

 19. SYLLABUS: DEFINITION • An expression of opinion on the

nature of language and learning • Acts as a guide for teachers and
learners by providing goals to be attained10/31/12 Free template from
www.brainybetty.com 19

 20. TYPES OF SYLLABUS: • Evaluation syllabus •

Organizational syllabus • Materials syllabus • The Teacher syllabus •
The Classroom syllabus • The Learner syllabus10/31/12 Free template
from www.brainybetty.com 20

 21. EVALUATION SYLLABUS • To put on record the basis on

which success or failure will be evaluated. • To reflect an official
assumption as to the nature of language and linguistic
performance.10/31/12 Free template from www.brainybetty.com 21

 22. ORGANIZATIONAL SYLLABUS • A list of what should be

learnt will be organized • Factors which depend upon a view of how
people learn will be considered in order to determine the order of
terms.10/31/12 Free template from www.brainybetty.com 22

 23. MATERIALS SYLLABUS • Additional assumptions about

the nature of language in terms of : i. Contexts of language ii. Relative
weightings and integration of skills iii.Number and type of exercises
iv.Degree of recycling or revision will be decided by the author.10/31/12
Free template from www.brainybetty.com 23

 24. THE TEACHER SYLLABUS • Teacher influence the clarity,

intensity and frequency of any item, and thereby affect the image that
the learners receive10/31/12 Free template from www.brainybetty.com
24

 25. THE CLASSROOM SYLLABUS • Is a planned lesson done

by the teacher. • Although it is well planned by the teacher, it can be
affected by all sorts of unexpected conditions while conducting the
lesson.10/31/12 Free template from www.brainybetty.com 25
 26. THE LEARNER SYLLABUS • Also known as the internal
syllabus. • The network of knowledge that develops in the learner’s
brain, enables learner to comprehend and store the later
information.10/31/12 Free template from www.brainybetty.com 26

 27. QUESTIONS REGARDING SYLLABUS10/31/12 Free

template from www.brainybetty.com 27

 28. WHY IS A SYLLABUS REQUIRED?10/31/12 Free template

from www.brainybetty.com 28

 29. Why is a syllabus required? According to Parkes and

Harris(2002); • As a contract • As a permanent record • As a learning
tool10/31/12 Free template from www.brainybetty.com 29

 30. Why is a syllabus required? (2) According to Hutchinson

and Waters(1987); • Better management of study time, assessments,
and reading materials • Provides moral support • Reassures sponsors
and students • Acts as a road maps10/31/12 Free template from
www.brainybetty.com 30

 31. Why is a syllabus required? (3) • Emphasizes the most

important aspect of language • A set of criteria in selecting and
producing materials • Assures uniformity • Basis for evaluating
students10/31/12 Free template from www.brainybetty.com 31

 32. ON WHAT CRITERIA SHOULD A SYLLABUS BE

ORGANIZED?10/31/12 Free template from www.brainybetty.com 32

 33. Criteria of organising syllabus• Focus- To identify which and

what materials to be focused on• Select- To select materials to be
taught• Subdivide- To puts things into subtopics• Sequence- To decide
which comes first and what comes next 10/31/12 Free template from
www.brainybetty.com 33

 34. TYPES OF SYLLABUS • Topic/theme syllabus (e.g.

health/pollution) • Notional/functional syllabus (e.g. notional: time/space;
functional: request/apology) • A situational syllabus (e.g. classroom/post
office/night market) • A skill-based syllabus (e.g. negotiation/being
 interviewed/interviewing) • A task-based syllabus (e.g. organizing an
event/writing a report) • A content-based syllabus (e.g. English for air
traffic control/ english for banking)10/31/12 Free template from
www.brainybetty.com 34

 35. WHAT ROLE SHOULD A SYLLABUS PLAY IN THE

APPROACHES TO COURSE DESIGN?10/31/12 Free template from
www.brainybetty.com 35

 36. Approaches to course design • A Language-centred

approach • A Skills-centred approach • A Learning-centred approach •
A Learner-centred approach10/31/12 Free template from
www.brainybetty.com 36

 37. A LANGUAGE-CENTRED APPROACH- Generates

teaching materials1. analyse target situation2. write syllabus3.
write/select texts to illustrate items in syllabus4. write exercises to
practise items in syllabus5. devise tests for assessing knowledge of
terms in syllabus 10/31/12 Free template from www.brainybetty.com 37

 38. SKILLS-CENTRED APPROACH (Holmes, 1981) - Presents

opportunities for students to practise and evaluate skills and strategies
1. analyze target needs 2. select interesting and representative texts 3.
devise a hierarchy of skills to exploit the texts10/31/12 Free template
from www.brainybetty.com 38

 39. SKILLS-CENTRED APPROACH (Holmes, 1981) (2) 4.

order and adapt the texts as necessary to enable a focus on the
required skills 5. devise activities/techniques to teach those skills 6.
devise a system to assess the acquisition of the skills10/31/12 Free
template from www.brainybetty.com 39

 40. A LEARNING-CENTRED APPROACH - Focus on learning

process - instead of a linear approach, divides the design process into
two levels L1. analysis – a)actual learning situation, b)target
situation10/31/12 Free template from www.brainybetty.com 40
 41. A LEARNING-CENTRED APPROACH (2) L2. generation of
: c) language syllabus based on (a) d) skills syllabus based on (b) e)
complement results of each analysis to form new syllabus10/31/12 Free
template from www.brainybetty.com 41

 42. A LEARNER-CENTRED APPROACH- Focus on the

learners1. identify the purpose of the course2. develop learner-centered
objectives3. structure course according to objectives - course outline4.
structure course according to goals - build lessons5. calendar6. support
pieces 10/31/12 Free template from www.brainybetty.com 42

 43. QUESTIONS AND ANSWERS 1. What is course design? 2.

What is a syllabus? 3. In your opinion, which one is the best approach
in the course design mentioned previously? 4. Briefly describe the
criteria of how a syllabus should be organized in general.10/31/12 Free
template from www.brainybetty.com 43