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SYLLABUS DESIGN
DESIGNING COURSES – HOW TO?• 1. FACT FINDING STAGE – SOCIETAL
FACTORS• 2. BASIS FOR CURRICULUM AND
SYLLABUS DESIGNING• 3. LEARNERS AND TEACHERS NEEDS• 4. GOALS AND INSTRUCTIONAL PLANS• 5. THE COMMUNICATIVE SYLLABUS• 6. MATERIAL DEVELOPMENT – SOCIO
CULTURAL APPROPRIATENESS, LINK BETWEEN SYLLABUS AND AUDIENCE
• 7. READING SKILLS
ASSESSING SOCIETAL FACTORS A. LANGUAGE SETTING B. PATTERNS OF LANGUAGE USE C. ATTITUDES TOWARD LANGUAGE D. POLITICAL AND NATIONAL
CONTEXT
A. LANGUAGE SETTING
Significance of the language setting in terms if its effects on the learners and the learning process
Eg: language setting may be a strong support for the learning of the target language
Initial survey should provide a description of the role of TL
ESL OR EFL?
WHO ARE THE LEARNERS?
A. IN NEED OF SURVIVAL SKILLS SETTLING IN A NEW COMMUNITY
B. COME FOR A LIMITED TIME, FOR A WELL-DEFINED PURPOSE
C. ESL, EFL, ESP
B. PATTERNS OF LANGUAGE USE
C. ATTITUDES TOWARDS LANGUAGE A. Attitudes towards the language,
people who speak it, and the culture it represents – group attitude
B. Attitude towards the learning process itself, individual needs, teachers’ efficacy, materials, school system – personal attitude
ATTITUDES TOWARDS LANGUAGE POSITIVE ATTITUDE – reflect high
regard and appreciation to language and culture, high personal motivation, feeling of self fulfillment, success, and enthusiasm
NEGATIVE ATTITUDE – historical factors, political and national trends, social conflicts. Creates psychological distance affecting learning-teaching process
D. POLITICAL AND NATIONAL CONTEXTS POLITICAL CONSIDERATIONS – the
administration in power and its views of the language
NATIONAL CONSIDERATIONS – promoting nationhood, patriotism, development of national language
QUESTIONS TO ASK – a. local languages for early education, b. the preferred national language for intermediate education, c. an international language for government and higher education
SUMMARY
IN DESIGNING COURSES : The language setting Patterns of language use Attitudes towards language Political and national contexts
POINTS TO PONDER
What are Saudi learners’ language needs?
What are their attitudes towards English and the learning of English?
Can learning English or other foreign languages lessen the significance of Arabic?
Are English courses offered in YUC sufficient for Saudi students?