2. The importance of course
design
Course design is a substantial and
important part of the workload
Designing a course is providing syllabus
design, material writing, classroom
teaching and evaluation
3. Parameters of course design
(Evans and St. John, 1998:145)
Should the course be intensive or
extensive?
Should the learner’s performance be
assessed or non-assessed?
Should the course deal with immediate
needs or with delayed needs?
4. Should the role of the teacher be that
of the provider of knowledge and
activities, or should it be as a facilitator
of activities arising from learner’s
expressed wants?
Should the course have a broad or
narrow focus?
5. Should the course be pre-study or pre-
experience or run parallel with that
study or experience?
Should the material be common-core
or specific to learner’s study or work?
6. Should the group taking the course be
homogenous or should it be
heterogeneous?
Should the course design be worked out
by the language teacher after
consultation with the learners and the
institution, or should it be subject to a
process of negotiation with the learners?
8. Course design
process
WHAT? HOW?
Language Learning
description theories
ESP
syllabu methodology
cours
s
e
Learning st. Target st.
WHO? WHY?
WHERE?
WHEN?
Needs
analysis
9. Language description is the way in which
the language system is broken down and
described for the purposes of learning
Learning theory provides the theoretical
basis for the methodology of how people
learn
Needs analysis is the process of
determining the needs for which a learner or
group of learners requires a language and
arranging the needs according to priorities
11. Classical/traditional
grammar
- the role played by each word in the
sentence
- the form of a word would change
according to whether it was a subject,
object, etc.
12. Structural linguistics
- the grammar of language is described
in terms of syntagmatic structures which
carry the fundamental proposition and
notion
- substitution table is a typical means of
explaining grammatical patterns
13. Diabetes mellitus cause unconsciousness
Some foods can shock
A dog bite result in bad teeth
An electric shock may death
Insufficient lead to heat stroke
calcium allergies
14. Transformational generative
- language must be viewed as a reflection of
human thought patterns
- the rules that enable the language user to
generate the surface structures from the deep
level of meaning
- the relationship between the form and the
meaning, and between performance and
competence
Look at the example on page 27
15. 1. John is easy to please.
2. John is eager to please.
Is the form similar or different?
Is the meaning similar or different?
16. 1. The caterpillar eats the leaves.
2. The leaves are eaten by the caterpillar.
Is the form similar or different?
Is the meaning similar or different?
17. Language variation and
register analysis
- the whole communicative act is made
up of a number of contextually
dependent factors
- language varies to the context of use
that enables us to distinguish formal
from informal, written from spoken, etc.
Look at the example on page 29
18. Text A Text B
Now I have to change the Select required drill
final size drill I require, Mount drill a tailstock.
which is three quarters of Use taper sleeves as
an inch diameter, and this is necessary.
called a morse-taper sleeve.
Set speed and start
machine spindle.
Position tailstock to work
A slower speed for a larger piece.
drill. Apply firm even pressure
to tailstock hand wheel to
Nice even feed should give feed drill into work piece
reasonable finish to the
hole.
19. Functional/notional
grammar
- functions are concerned with social
behavior
- notions reflect the way in which the human
mind thinks
- notions + functions represent the
categories of human thinking and social
behavior
- function = structure + context
20. Discourse/rhetorical
analysis
- there is more to meaning than just the
words in sentence (hidden message)
- the meaning of the same sentence
changes if the context changes/the meaning
changes according to the relationship
between the participants in the dialogue and
according to the reason for speaking
Look at the example on page 33-34
21. - Can I go out to play?
A - It’s raining.
- Have you cut the grass yet?
B
- It’s raining.
-I think I’ll go out for a walk.- -
C
It’s raining.
- It’s raining.
D
- I think I’ll go out for a walk.
22. That’s all…
Don’t forget to ask a
cooperative respondent
whether or not he/she is
willing to be one of the
panelists for the Panel
Discussion session.
