This document discusses the evolution of language teaching methods and curriculum approaches from the 1940s to the 1980s. It traces the emergence of new teaching methods like the Oral Approach and Situational Language Teaching in response to increasing global mobility after World War 2. In the 1960s, the Audiolingual Method and English for Specific Purposes gained prominence. The 1970s saw a shift from grammatical to communicative approaches with the emergence of Communicative Language Teaching. The document also examines the development of needs analysis, notional syllabi, and curriculum approaches involving statements of objectives, content, organization, and evaluation.

1. From Syllabus Design to Curriculum Design
Kelly 9710001M
Dora 9710011M

2. From Syllabus Design to Curriculum Design
The Quest for New Methods
Changing Needs for Foreign Languages in Europe
English for Specific Purposes
Needs Analysis in ESP
Communicative Language Teaching
Emergence of a Curriculum Approach in Language
Teaching

3. The Quest for New Methods
World War II  immigrants, refugees and
foreign students  UK, Canada, US,
Australia
There was much greater mobility of
peoples in air travel, international
trade and commerce.

4. The Quest for New Methods
Whites(1988,9) comments:
 The emergence of the USA as an English-
speaking superpower
The industrial and technological developments
of the nineteenth and twentieth centuries.

5. The Quest for New Methods
Explore new teaching method
 linguistics  organization & structure
of language
A new approach  Oral Approach
 Situational Language Teaching  British

6. The Quest for New Methods
Situational Language Teaching in British
A structural syllabus with graded vocabulary levels
Meaningful presentation of structures in contexts
PPP method- Presentation/ Practice/ Production

7. The Quest for New Methods
1950s- Situational Approach
British, Australia, Malaysia, India, Hong Kong
1960s- Audiolingual Method
United States
1978s- Audiovisual Method
Europe

8. The Quest for New Methods
Audiolingual Method in US
Habits are strengthened by reinforcement
Foreign language habits are formed most
effectively by giving the right response
Language is behavior

9. Changing Needs for Foreign
Languages in Europe
 The upsurge in English language teaching
(since the mid-1950s~1960s)
 A Language Teaching Revolution
a) Introduce new methods and materials
b) WHY/ HOW people learn a second language
c) Evaluation results
Jupp&Hodin(1975)

10. Changing Needs for Foreign Languages
in Europe
 In 1969s-The Council of Europe
a) removed language barriers
b) modern language enrichment
c) the modern Europe language
 In 1970s- The Decision of school system
In 1971s- The Unit-credit System for Adults

11. Communicative Language Teaching
in Europe
Whole context of teaching and learning
 The need for society
The need for learners

12. English for Specific Purpose
 To make the courses relevant to learners’ needs
 The Language for Specific Purpose Movement
The ESP approach concerns
a) the need for Non-English background students
b) the need for employment
c) the need for business purpose
d) the need for migrants

13. English for Specific Purpose
 University of Michigan
 language patterns and vocabulary
 A number of selected texts appeared in 1960s
a) The selection and gradation books
b) General English books
c) Specialized English books
d) Word Frequency Counts
e) Discourse Analysis

14. English for Specific Purpose
 The widely used books
Course in Basic Scientific English
(Ewer & Latorre,1969)
 The merits of this book:
a) three million words of scientific English
b) covering ten areas of science & technology
c) sentence patterns
d) structural words
e) non-structural vocabulary

15. English for Specific Purpose
 The determine of “register ”:
＊ what is actually taking place
＊ what part the language is playing
＊ who is taking part
(Halliday 1978,31)

16. English for Specific Purpose
In 1970s the ESP approach:
 Register Analysis
distinctive patterns of occurrence of vocabulary,
verb forms, noun phrases, and tense usage.
 Three categories describes the register:
＊ the research process
＊ the vocabulary of analysis
＊ the vocabulary of evaluation
(Martin,1976)

17. English for Specific Purpose
In 1970s the ESP approach:
 Discourse Analysis
identify the linguistic structure of longer
samples of speech or text.
＊ analysis of units of organization within texts
＊ speech events
＊ examines patterns

18. English for Specific Purpose
In 1970s the ESP approach
 Discourse analysis:
The problem-solution structure
a) Introduction
b) Background
c) Argument
d) Conclusion

19. Needs analysis in ESP
The view of Stevens:
(a) Restriction—Basic Skills of Understanding
Speech, Speaking, Reading, and Writing.
(b) Selection—Vocabulary, Patterns of Grammar, and
Function of Language.
(c) Themes and Topics—Themes, Topics, Situations,
and Universes of Discourse.
(d) Communicative Needs—For Communication

20. Needs analysis in ESP
(a) Learner’s Needs are Communicative Ability.
(b) Preparation for Learners to Carry Out Tasks
(c) Try to Perform a Role (Robinson)
ex: waiters, food technology
(d) Learners, Teachers, and Employers’
involvement (Richterich and Chanceril)

21. Needs analysis in ESP
Munby’s Systematic Approach:
 Needs Analysis in ESP Course Design and
Two Dimensions of Needs Analysis:
(a) Specification for the Target-Level
(b) Turning the Information into an ESP Syllabus

22. Needs analysis in ESP
Schutz and Derwing’s Summarizations for
Profile of Communication Needs:
• (a) Personal Information (f) dialects
• (b) purpose (g) target level
• (c) setting (h) events
• (d) interactional variables (i) key
• (e) communicative way

23. Needs analysis in ESP
Profile of Communication Needs:
Ex: waiter/waitress
1.personal: who the employees are, their ages , education; background
2.purpose: the types of communicative skills the clients need to
develop
3.setting: restaurant
4.Interactional variables: waiter/waitress to customer
5. Medium,mode,and channel: whether spoken or written; face to face
6.dialects:formal or casual styles
7.Target level: basic, intermediate, advanced level.
8.Anticpated communicated events: greeting,taking picture
9.key: politely, quietly

24. Communicative language teaching
1. The Emergence of ESP
2. The Interval Between 1960s and 1970s
=>a replacement for structural situation and
audio-lingual methods.
3. The Europe
=>Grammatical  Communicative

25. Emergence of a curriculum approach in
language teaching
Wilkins’s notional syllabus
(a) semantico-grammatical meaning:
e.g. point of time, duration, time relations,
frequency, and sequence
(b) model meaning: modality, scale of certainty,
scale of commitment
(c) communicative function: request, complaints,
apologies, suggestion

26. Emergence of a curriculum approach in
language teaching
Yalden’s Descriptions for Communicative Syllabuses
(1)Learner’s Purpose
(2)The Setting
(3) Learner’s Capacity
(4)Participation
(5)Language function
(6)Notion
(7)Skills
(8)Variety
(9)Grammar
(10)Lexicon

27. Emergence of a curriculum approach in
language teaching
A curriculum in a school context refers to the
whole body of knowledge that children acquire
in schools.
Rodgers(1989)
Syllabi: the content to be covered by a given
course, from only a small part of the total
school program.
Curriculum: those activities in which children
engage under the auspices of the school.

28. Emergence of a curriculum approach in
language teaching
Tyler(1949)---statements on the nature and
process of curriculum development
(1) educational purposes to be sought.
(aims and objectives)
(2) educational experiences to be provided.
(content)
(3) educational experiences to be organized.
(organization)
(4)educational experience to be attained
(evaluation)

29. Emergence of a curriculum approach in
language teaching
The different opinions between Lawton and Tyler:
Lawton’s Statement—Teacher’s Behavior for
Educational Objectives
Tyler’s Statement—Learner’s Behavior for
Educational Objectives

30. Emergence of a curriculum approach in
language teaching
Nicholls and Nicholls's description in
1972s:
(a) The Careful Examination
(b)The Development and Trial Use
(c)The Assessment of the Extent
(d)The Final Element
(e)The Adoption in 1980s

31. Emergence of a curriculum approach in
language teaching
The Focuses on the Curriculum Development:
1. Needs Analysis
2. Situational Analysis
3. Learning Outcome
4. Course Organization
5. Selecting Teaching Material
6. Preparing Teaching Material
7. Providing for Effective Teaching
8. Evaluation

32. Emergence of a curriculum approach in
language teaching
Clark’s Statement on the Curriculum Development:
1. The Review of Principles
2. The Reworking of Syllabuses
3. The Review of Strategies
4. Embodying Appropriate Learning Experiences
5. The Review of Assessment Designed
6. The Review of Classroom Schemes
7. The Review and Creation of Strategies Designed
8. The Further Research
9. The Review or Devising on In-service Education Designed

33. Thanks
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