ENGLISH LANGUAGE SYLLABUS OF YEAR 2000 AND BEYOND

( A Summarize - Lesson from the views of teachers by Dr Ratnawati binti Mohd Asraf )

PREPARED BY :YUSNIDA BINTI JALIL

( 1123840 )ZAINON BINTI JAHAYA

( 1128434 )M.SUSILAH ( 1120988 )

LECTURER :DR RATNAWATI BINTI MOHD

ASRAF

1. THE OVERVIEWLESSON FROM THE VIEWS OF TEACHERS

a. Abstract - the implementation of language syllabus will influence what happens in the classroom. - it must take what teachers’ belief and attitudes concerning aspects of the subjects to be taught. This paper discusses : - result of a study which was conducted primarily to assess the views of ESL teachers in Selangor towards the KBSM English Language Secondary School Syllabus.

a. The purpose of the study : - to determine which aspects of the syllabus that the teacher favour. - suggestions for the improvement of the English Language programme for Malaysian schools.

b. The Theoretical Bases for Language Teaching - to understand the perceptions of the English teachers towards the KBSM English Language teaching. - to discuss issues in the field of English as a Second Language (ESL). - to review some methodological trends over past thirty years.

c. The Role of Grammar in Language Teaching - Grammar was the central focus of language teaching.

Several approaches of grammar to language teaching :

a. Oral Approach : - developed by British which applied linguists such as Hornby and Palmer. - emphasis on carefully selecting grammatical structures from the basic to the more complex. b. Audio-Lingual Approach - popular in America. - primary teaching methodology involved the use of language drills and the memorization of dialogues. - inspired by the writing of Chomsky (1957; 1959; 1965) who viewed language learning as hyphotesis formation and rule acquisition.

c. Communicative Approach - in the mid- 1970. - questions regarding the extent to which grammar should occupy a place in language teaching. - view that communication is the goal of second or foreign language teaching. The developments in the past thirty years reflect the changes in views regarding grammar. The role in

grammar in language teaching have brought about changes in language teaching and syllabus design. Language syllabus development in Malaysia followed the developments in the field. The older syllabus that stressed rules of grammar become the

communicational syllabus that dealt with the situational or communicative use of language which KBSM English Language Syllabus being implemented.

d. The KBSM English Language Syllabus - a notional-functional syllabus. - theoretical base in the communicative approach. - intent in equip students with communicational ability. - a competency to perform language functions using correct language forms and structures. - list an inventory of grammatical items, vocabulary, punctuation and aspects of the sound system. - arranged according to themes which are drawn from familiar contexts. ( These themes provide the context through which the language skills and language contend are to be taught in an integrated manner )

2. THE TEACHERS PERCEPTIONS OF KBSM ENGLISH LANGUAGE SYLLABUS

The teacher were asked to give their opinion on reflect some of the major concerns regarding the teaching of language in general and language syllabus in particular.

a. The Teaching of Grammar in Context : - the Communicational Syllabus did not specify the grammar items but the KBSM syllabus does specify that grammar should be taught. - grammar is not the main focus of the teaching activity but a tool for language use

b. The Organization of Syllabus Content According to Themes - the traditional grammar based syllabus was organized according to grammar items. - the Notional-Functional syllabus is organized according to functions.

c. Aims of Teaching the Language - KBSM English Language Syllabus equip students with the skill and knowledge of English to communicate in certain everyday activities and job situations. - it provides points of various post secondary needs (KBSM English Language Syllabus, Form 3, p.1) - a lack of clarity in the statement of aims makes it difficult to determine the level of proficiency expected of the learners and the lack of direction in teaching activities. d. Efficiency of the syllabus - Brumfit (1984) mentions that in designing a syllabus, the designer actually organized and specifies what is to be taught in a body of materials to enable the learning of a language to be effective. A syllabus must be goal-directed to achieve certain objective.

3. METHODOLOGY OF THE STUDY - a self developed questionnaire to asses the teachers’

perceptions towards the Malaysian English Language Secondary School Syllabus.

- open-ended questions were used in order to allow the teachers to voice their views about the syllabus.

- allowing the teachers to expand and clarify their responses to any of the items in questionnaire.4. RELIABILITY AND VALIDITY

- careful attention to questionnaire constructions and administration- the validity of the teachers’ responses depended on the extent to which they reflect the teachers’ honest opinions.- reliability of the questionnaire was established by test-retest reliability.

5. POPULATION AND SAMPLE - the responses of all ESL secondary school teacher in the state of Selangor. - the sample of teacher responses were randomly selected from a complete and current list of names of all the teacher teaching English.

6. CONFIDENCE INTERVALS- 95% confidence intervals were calculated on the true proportion of teachers who agreed with each item on the questionnaire.- it will allow the reader to infer from the results, the proportion (the %) of ESL teachers in the state of Selangor who agreed to the statement.

7. MINIMUM SAMPLE SIZE

- 384 is required to calculate confidence intervals for this study.- 419 is required to test hypotheses.- a total 600 subjects were selected to take into account the generally low rate of return of mail questionnaire.- 600 questionnaires sent, 419 were returned.- 419 completed questionnaire that were used in the study represents a return rate of 70 %

THE VALUE PLACED ON TEACHING AND LEARNING OF GRAMMAR

Grammar is important because it is the language that makes it possible for us to talk about language

It is important to teach grammar because grammar is a fundamental aspect of language

People associate grammar with error and correctness. But knowing about grammar also helps us understand what makes sentences and paragraphs clear and interesting and precise.

THE TEACHING OF GRAMMAR IN CONTEXT

Many teachers think that grammar should be taught straightforward

It is to avoid the students confuse and confident to use the language

Student must have a reference point, an overall concept so that they can learn how to construct a sentence correctly

THE TEACHERS' VIEWS REGARDING THE ORGANIZATION OF THE SYLLABUS ACCORDING TO TOPICS OR THEMES.

The organization of the syllabus into themes and functions makes grammar difficult to teach

Paulston, 1981; Rutherford, 1978; Brumfit, 1984, was argued that the organization of the syllabus according to functions would result in the lack of systematically in the teaching of form

The syllabus focuses more on themes and functions is not effective because there is no repetition and reinforcement to enable the student to become grammatically proficient

THE TEACHERS' VIEWS REGARDING THE AIMS OF TEACHING ENGLISH.

The syllabus that stressing the communicative aspect of the language does not enable the student to become proficient in the language

Teaching English of communicating has resulted in the poor standard of English

Equal emphasis should be placed on grammar units and being able to speak and write grammatically correct

English should be learnt seriously as it is an international language. Grammatical proficiency should be an ultimate goal in English learning as it lends clarity to expression

… CONTINUE … Student should be able to use the

language to express themselves in speech and in writing; not just in its pidginised form but accurately

Student should be able to read effectively to attain knowledge

The syllabus should not cater just for the general populace but also for those who will need it desperately for tertiary education if Malaysia is to stay competitive in a global sense

TEACHERS' VIEWS REGARDING THE EFFECTIVENESS OF THE SYLLABUS

Many teachers agreed that not only the syllabus but the student’s background and environment, and their attitudes towards learning the language are major factors in helping students have a good command of the language

Command of the language can only be achieved through systematic exposure to the rules of grammar

OTHER ISSUES RAISED BY THE TEACHERS.

Many ESL teachers themselves are not proficient in the language, and emphasized the importance of having proficient teachers

How the examination system will tests for grammatical proficiency when the syllabus is aimed at developing communicational ability in the learner

WHAT SHOULD THE MALAYSIAN ENGLISH LANGUAGE SYLLABUS LOOK LIKE IN THE

YEAR 2000 AND BEYOND- What the aims of teaching English :

- - able to converse with one another in English- - able to converse with the tourist world language- - teach English as a means for acquiring knowledge- - sources of references and current materials are in English

- In Malaysian environment : -- the classroom represent about the only time the student use English -- English is taught for only five periods per week

So..the effectiveness of the syllabus is bringing about the language learning ( Brumfit, 1984) becomes a crucial issue. The writer gave some alternatives and ideas to enhance it :

.. Continue ….

Grammar should be given greater emphasis : - should be taught systematically. - emphasis more on the direct teaching of grammar. - be more creative which enable learners to master the language forms and functions. Greater emphasis should be given to : a) literature : - they will be exposed towards good writing. - help student to learn more effectively

b) reading programs : - Extensive reading. - it will develop greater familiarity how the language is used. - resources for student to be more proficient. Only proficient teacher should teach English : - formal training in ESL - proficient teacher are more qualified Teacher should be more proficient : - fully equipped with theoritical foundation for language teaching. - attend pedagogical courses - undergo courses to upgrade their proficiency.

.. Continue ….

REFERENCES

Brumfit.C.J 1984. Communicative Methodology in Language Teaching : The Roles of Fluency and Accuracy. Cambridge. Cambridge University Press.

Celcie-Murcia, 1991. Grammar Pedagogy in Second and Foreign Language Teaching. Tesol Quarterly, 25, 459 – 480.

Chomsky, N. 1957. Syntactic Structures. The Hague. Mouton.