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Course Design

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What is course design ?

It is a substantial and important part of the workload

Designing a course is fundamentally a matter of asking questions inorder to provide a

reasoned basis for the subsequent processes of syllabus design, materials writing, classroom teaching and evaluation.

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language SYLLABUS ESP METHODOLOGY

LEARNING

description COURSE THEORIES

NATURE OF PARTICULAR

TARGET AND LEARNING SITUATION

WHO ?

WHERE?

WHEN ?

NEEDS ANALYSIS

What ?HOW ?

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Getting to know the learnersIn order to develop a course which meets the

learner’s communication needs in your language, it will be necessary for you to find

out more about the people in your class.

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Language needs Why are you learning this language ? Will you need to write/read/speak/listen in the

language ? In what situation will you use the language ?

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Approaches to course design

Given on the 9th meeting

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Course design Definition The proces by which the raw data about a

lerning is interpreted in order to produce an integrated series of teching-learning experiences, whose ultimate aims is to lead the learners to a particular state of knowledge

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Language centred course design The aims of the language cetred design are to

draw as direct connection as possible between the analysis of the target situation and one content of the ESP course.

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The figure of a language-centred

Identify learners’ target situation

Select theoretical views of language

Identify linguistic features of target situation

Create syllabus

Design materials to exemplify

Establish evaluation procedures to test acquisition of syllabus terms

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Skill centred course design The skills-centred approach is founded on two

fundamental principlesa. Theoriticalb. pragmatic

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Theoretical The basic theoretical hypothesis is that

underlying any language behaviour are certain skills and strategies, which the learner uses in order to produce or comprehend discourse.

A skills centred approach aims is o get a way from the surface performance data and look at the competence that underlies the performance.

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Pragmatic The process oriented approach tries to avoid

this problem by removing the distinction between the ESP course and the target situation.

The ESP course is not seen as a situation performers, because a number of students are likely to achieve this proficiency.

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A learning centred approach A learning centred approach is based on the

principle that learning is totally determined by the learner

As teachers we can influence what we teach, but what learners learn is determined by the learners alone.

Learning is seen as a process which the learnes use what knowldege or skills they have in order to make sense of the flow of new information.

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Figure

A language centred approach

A skills centred approach

Identify target situation

Analyse target situation

Anlayse learning situation

Write syllabus

Write materials Teach material

Evaluate learners achievement

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