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  • About Approaches To Course Design

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    Misdwi Septianingsih
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    The document discusses three approaches to course design: language-centered, skills-centered, and learning-centered. The language-centered approach focuses on drawing connections between target situations and course content but is not learner-centered, static, and only surface level. The skills-centered approach takes learners into account more but still sees them as language users rather than learners. The learning-centered approach focuses on the learner's learning at every stage, is determined by learners, builds on prior knowledge, and involves a negotiated and dynamic design process.

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    English For Specific Purposes (ESP)

    Original Title

    About Approaches to Course Design

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    The document discusses three approaches to course design: language-centered, skills-centered, and learning-centered. The language-centered approach focuses on drawing connections between target situations and course content but is not learner-centered, static, and only surface level. The skills-centered approach takes learners into account more but still sees them as language users rather than learners. The learning-centered approach focuses on the learner's learning at every stage, is determined by learners, builds on prior knowledge, and involves a negotiated and dynamic design process.

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    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
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    6 views6 pages

    About Approaches To Course Design

    Uploaded by

    Misdwi Septianingsih
    The document discusses three approaches to course design: language-centered, skills-centered, and learning-centered. The language-centered approach focuses on drawing connections between target situations and course content but is not learner-centered, static, and only surface level. The skills-centered approach takes learners into account more but still sees them as language users rather than learners. The learning-centered approach focuses on the learner's learning at every stage, is determined by learners, builds on prior knowledge, and involves a negotiated and dynamic design process.

    Copyright:

    © All Rights Reserved
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    of 6

    D

    C
    APPROACHES
    TO COURSE DESIGN
    B
    BY:
    A LIA RIYANI NURONIAH
    YASMIN NURAISYAH JUHAENDI
    4A
    D COURSE DESIGN

    C Is a processing the raw data that gathered


    from the learners whis is then interpreted
    with the aim of directing the learners to
    particular knowledge
    B
    Which in process of course design
    will produce a syllabus.
    A

    The teacher must care with the


    data that being analyzed
    D Language-Centred
    Course Design
    C
    Aim: to drawing a connection between
    analysis of target situation and the content
    of ESP course.
    B
    Weakness:
    - Not learner centred approach
    A
    - Static and inflexible
    - Appears to be systematic
    - No acknowledgement to data analysis
    - Only at the surface level learning
    D Skills-Centred
    Course Design
    - Take more of learners into account
    C
    - Still take the learner as the user of language
    instead of learner
    - Concern with the process of language use not B
    of language learning

    Theoritical:
    Underlying any language are skills and
    A
    strategies used by learners to produce or
    understand discourse

    Pragmatic Principle:
    Based on goal oriented and process
    oriented course
    A Learning-Centred D
    Approach
    C
    - Focus on students’ learning.
    - Determined by the learner
    - Builds on prior knowledge and skills B
    Two Implications that a learning centred A
    approach to course design takes account of
    the learner at every stage of the design
    process :
    1. Course design is a negotiated process
    2. Course design is a dynamic process

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