Chapter one for presentation( Course curriculum development in Language Teaching)
- 1. 1 សាកលវិទ្យាល័យបាត់ដំបង University of Battambang Lecturer: Mr. Chantha Lim Subject :Curriculum Design and Development Book : Curriculum Development in Language Teaching Presenters: Sran Louth Reurn Kosal 4th, November 2017
- 2. CHAPTER ONE The origins of language curriculum development
- 3. • The focus on this book is the processes involved in developing, implementing, and evaluating language programs. • Second and foreign language teaching is one of the world’s larges educational enterprises and millions of children and adults worldwide devote large a mounts of time and effort to the task of mastering a new language. • Teachers invest a great deal of their energies into planning language courses, preparing teaching materials, and teaching their classes.
- 4. Questions the Book Looks to Address • What educational principles are these activities based on? • What values do these principles reflect? • Whose interests do they serve? • Can our practices be improved through reviewing the principles we operate from and critically examining the practices that result from them?
- 5. Framework questions • What procedures can be used to determine the content of a language program? • What are learners‘ need? • How can learners‘ needs be determined? • What contextual factor need to be considered in planning a language program? • What is the nature of aim and objectives in teaching and how can these be developed?
- 6. • What factors are involved in planning the syllabus and the units of organization in a course? • How can good teaching be provided in a program? • What issues are involved in selecting, adapting, and designing instructional material? • How can one measure the effectiveness of a language program?
- 7. Curriculum development focus on determining • What knowledge, skills, and values students learn in schools. • What experience should be provided to bring about intended learning outcomes. • How teaching and learning in schools or educational systems can be planned, measured, and evaluated.
- 8. Language curriculum development focus on • Designing language programs. • Revising language programs. • Implementing language programs. • Evaluating language programs.
- 9. Historical Background • The history of curriculum development in language teaching starts with the notion of syllabus design. SYLLABUS DESIGN • An aspect of curriculum development • A specification of content of course instructions and lists of what to be taught and tested • Began much earlier than curriculum development
- 10. CURRICULUM DEVELOPMENT A set of processes: • Determine the needs of a group of learners • Develop the aims and objectives to address those needs • Determine an appropriate syllabus, course structure, teaching methods and material • Carry out an evaluation of the language program that results from the process • Began in 1960s
- 11. Teaching methods in 19th – 20th century Grammar Translation Method (1800 - 1900) Direct Method (1890 - 1930) Structural Method (1930 - 1960) Reading Method (1920 - 1950) Audio-lingual Method (1950 - 1970) Situational Method (1950 - 1970) Communicative Approach (1970 - present)
- 12. Questions of how and what needs be taught— the content of instruction • The appropriate syllabus for different teaching methods—a particular type of syllabus. Structural Method (Palmer, 1922) • The content and syllabus underlying. • Determining the vocabulary and grammatical content of a language course—selection and gradation.
- 13. Principles of Structural Method (Palmer, 1922) 1. Initial preparation – orienting the students towards language learning 2. Habit-forming – establishing correct habits 3. Accuracy – avoiding inaccurate language 4. Gradation – each stages prepare the students for the next 5. Proportion – each aspect of language given emphasis 6. Concreteness – movement from the concrete to the abstract 7. Interest – arousing the students 'interest all the time 8. Order of progression – hearing before speaking and both before writing 9. Multiple line of approach – many different ways used to teach the language Structural Method (Palmer, 1922) 10. The content and syllabus underlying. 11. Determining the vocabulary and grammatical content of a language course—selection and gradation.
- 14. Selection—what should be selected from corpus and textbooks? • Is it impossible to teach the whole language at the same time? • To choose the appropriate unit of the language for teaching purpose. • To choose the most useful procedures for learners.(Mackey,1965) Two aspects of Selection Vocabulary selection Grammar selection • The foundations for syllabus design in language teaching in early 20 century.
- 15. Vocabulary selection Method Vocabulary is one of the most obvious components of language and one of the first things applied linguists turned their attention to. What words should be taught in a second language? This depend on: The objective of the course The amount of time available for teaching
- 16. Who should do the job of vocabulary selection? Textbook author? Unreliable result Ex1: Teaching Cantonese ( the language spoken in Hong Kong)
- 17. • From these figure it can be seen that a substantial percentage of the corpus ( 63.4%) consists of words that occurred in only one of the five texts. • These words could not therefore be measured to belong to the essential vocabulary of Cantonese for second language learners and would not be worth learning. • Only words that occurred in three or more of the texts could sensibly be described as being important vocabulary.
- 18. Ex2: Vocabulary usage of Time Magazine • Words occurring in everyday text 3000 words 85% • Words occurring in everyday text extra 6000 words 1% • Words occurring in everyday text half of words only one time • Recognizing 85% words is not the same as understanding 85% of the text. Text comprehension is not just a function of the proportion of familiar words, but depends on subject of the text which reader is already familiar with the subject. (Van Els, 1984)
- 19. How should the job of vocabulary selection be done? • The frequency of words are essential in planning for language teaching. • But not the same as the usefulness of words—depends on the types of language that are analyzed. • The need of target learner, the highest frequency and the widest range—the most useful words for language teaching.
- 20. Ex. 3 Different between frequency and range in a 1 million-word corpus (McCarthy 1990,84-85) 1st Column: frequency of the word in the corpus 2nd Column: the number of the text types the word occurred in out of a total of 15 3rd Column: the number of individual text samples a word occurred in: maximum 500 samples, 200words)
- 21. Other criteria of vocabulary selection • Teachability—they can easily be illustrated through a material. • Similarity—they are similar to words in the native language. - Ex: sofa, motor, papa, mommy, cassette, stamp. • Availability—group of words. - Ex: colors, tools of classroom, fruit, food, vehicles, animals. • Coverage—words that cover or include the meaning of other words. - Ex: emotion( happy, sad, angry, boring…..) • Defining power—they are useful in defining other words. - Ex: A piece of furniture for one person to sit on, with a back, a seat and four legs call a chair
- 22. The compilation of a basic vocabulary—Lexical Syllabus • Grouped or graded into levels • A General Service List of English Words by Michael West (1953) • 2000 basic words for EFL • The frequency of meaning of words base on semantic frequency count • The Interim Report on Vocabulary Selection(1936) • Entries from Cambridge English Lexicon—4500words grouped into 7 levels (Hindmarsh, 1980)
- 23. Grammar section and gradation • A priority for applied linguistics from the 1920s. • The need for grammatical selection is seen in the following examples from Wilkins (1976, 59), which are some of the structures that can be used for the speech act of “asking permission.”
- 24. • HOW WE CAN DETERMINE What kinds of sentences structures would be useful to teach? Traditional grammar items Teaching method Items of purposes and Materials Available time of teaching The majority of courses start with finites of be (am, is, are). Statement of identification—S + be verb Simple tense for narrative Direct-Oral Method presented the Progressive Tense first—S + be verb + Ving The simple tense secondly—S + present verb
- 25. • Simplicity and centrality: This recommends choosing structures that are simple and more central to the basic structure of the language than those that are complex and peripheral. By these criteria the following would occur in an introductory-level English Course: The plane landed. (Subject Verb) He is a politician. (Subject Verb Complement) The students are in the classroom. (Subject Verb Adverb) We drank the fruit juice. (Subject Verb Object) I keep the marker on the table. (Subject Verb Object Adverb)
- 26. • Frequency: frequency of occurrence in conversational language ( not included in standard teaching syllabus) (McCarthy & Carter, 1995) For example: Subject and verb ellipsis, such as “can’t see” in its place of “I can’t see.” Topic highlighting, such as “That house on the corner, is that where she lives?” Tail, such as the following phrases at the end of sentences: “ don’t you?” Reporting verb, such as “I was telling…….”
- 27. • Learning ability: order in which grammatical items are occupied in second language. • Example: Interview of ESL (Dulay & Burt, 1973 & 1974)
- 28. The following approaches to gradation are possible : • Linguistic distance: structures similar to those in native language should be taught first . Example : I am a doctor. • Intrinsic difficulty: simple structures taught before complex one. Example: - She teaches me a grammar lesson. - The grammar lesson which she teaches me is very valuable. • Communicative need: despite difficulty, some structures are needed early on in acquisition. • Frequency: occurrence in the target language but if something easy to demonstrate and practice in a classroom context.
- 29. Sequencing of gradation • Linear gradation: introduce one at a time and practiced intensively before the next items appear. • Cyclical /Spiral gradation: Repetition, old to new, items reintroduce throughout course.
- 30. Learning of structure • Teaching and Learning English as a Foreign Language (Fries, 1946)& The Structure of English (Fries, 1952)—Focus on the core grammatical component and structure. • Guide to Patterns and usage in English (Hornby, 1954) & The Teaching of Structural Words and Sentence patterns (Hornby, 1959)—formed basic grammatical structure need in English language syllabuses and courses at different levels.
- 31. Assumptions underlying early approaches to syllabus design The basic units of language are vocabulary and grammar Teaching of English largely through its vocabulary and grammar. These were seen as the main building blocks of language development. Learners everywhere have the same needs The focus was on “general” English. Core vocabulary + grammatical syllabus The basic for almost all language course
- 32. Learners’ needs are identified exclusively in terms of language needs The goal of English Teaching English is to teach English Not to teach them how to solve their problems through English The process of learning a language is largely determined by the textbook The primary input learners received to the language learning process was the textbook, the importance of the principles of selection and gradation as the ways of controlling the content of the textbook and facilitating language learning.
- 33. The context of teaching is English as a foreign language Students study English as a formal subject but they have no immediate need to use it outside of the classroom Classroom and textbook provided the primary input to the language learning process. Goal of syllabus developer was to simplify and rationalize the input as far as possible thru process of selection and gradation.
- 34. Thank you! Q&A