INNOVATING AND ADAPTING A COURSEBOOK SYLLABUS CONCERNING L2 LEARNING BY STUDENTS OF SECONDARY EDUCATION - KALLIOPI SOTIRELI (original) (raw)
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Involving Learners as Active Participants in Designing a Course Syllabus: A Sample Research
The purpose of this study is to analyze and find out the needs of the fifth grade secondary school students for a two-hour elective English course. The population (N=179) comprises the students from five schools in different regions of Turkey. A needs analysis survey form developed by the researchers was administered to the research participants. Results indicate that fifth grade students want to learn English through various instructional materials and techniques that appeal to their interests. This study also reveals that the materials and techniques to be implemented for the elective course need to be designed in accordance with the expectations of the learners. However, more research is needed to determine what the syllabus of the elective course should include, how the students’ interests can be fully integrated into classroom activities and how and when the course should be evaluated.
The purpose of this study is to analyze and find out the needs of the fifth grade secondary school students for a two-hour elective English course. The population (N=179) comprises the students from five schools in different regions of Turkey. A needs analysis survey form developed by the researchers was administered to the research participants. Results indicate that fifth grade students want to learn English through various instructional materials and techniques that appeal to their interests. This study also reveals that the materials and techniques to be implemented for the elective course need to be designed in accordance with the expectations of the learners. However, more research is needed to determine what the syllabus of the elective course should include, how the students' interests can be fully integrated into classroom activities and how and when the course should be evaluated.
Designing a Language Learning Syllabus
Syllabus design plays an important role in the life of every teacher, however its centrality has become overshadowed by mainstream language teaching. A syllabus helps think systematically and coherently about what and how is being taught. Learning about the principles of syllabus design as well as being informed about the complexity of language teaching helps develop a more critical awareness of what a good syllabus actually is as well as review current practices. Are students being taught what they need to know? Are they being provided with meaningful and relevant pedagogic tasks? Is accuracy being focussed on at the expense of fluency or vice–versa? Is one aspect of language being privileged at the expense of others? These are just some of the questions that most teachers are concerned with. Finding appropriate answers is difficult. This book makes an attempt to give sufficient theoretical background that, combined with our own beliefs and assumptions about language teaching and learning, will help think about these issues systematically and overlay the whole pedagogical process with coherence.
A Monthly Double-Blind Peer Reviewed Refereed Open Access International Journal International Journal in Commerce, IT &social sciences http://www.ijmr.net.in email id-irjmss@gmail.com Abstract Designing a syllabus has always been a challenging task for the language teacher. Contemporary syllabus design covers all seven stages of a language operation-right from identifying the learner and his needs to evaluation.The present paper is an attempt to understand the many factors that need to be considered in the framing of a syllabus. An attempt is also made to highlight the different types of syllabi available for the teacher to explore given a particular teaching – learning situation.
With the rapid English language teaching development, more and more books have made their way into the market and choosing the right course book to meet the expectations of the syllabus and the students' local needs is becoming more and more important at all levels of English language teaching. This paper examined ways of adapting course books by teachers of English language in secondary school in Kenya, so as to meet the expectations of the syllabus and the students' needs. With effort from text book writers, English language teaching researchers and classroom teachers, course book adaption has evolved from ad hoc to systematic action. Although most classroom teachers may not be involved in the production of the syllabus and the text books, they have the responsibility for course book adaptation. Reference to the term course book has expanded from books to all materials used in English language teaching. It has evolved into a great variety of resources used in language classrooms such as audio cassettes, videos, CD-ROMs, flash cards and other authentic materials such as newspapers, photographs, advertisements and radio/TV programmes. The findings of this paper revealed that, for a course book to help a student learn language, it has to be perceived as relevant to the student's needs and provide new learning experiences that connect with the student's previous knowledge. It recommended that, for effective teaching/learning to take place successfully, teachers should play an active role in adapting course books. They should throw away the so called course books in traditional pedagogy and adapt authentic materials in their practices.
Syllabus design, implementation and evaluation
The impulse to begin the project has come from my work with students at the University of Silesia, who are going to teach children, and from my experience of teaching English to young learners. Interest in teaching foreign languages to children has been on the rise for some years in Europe. For example, an explosion of English classes has been observed in the last ten years in both state and private sectors of education. Certain EU Members have a long tradition of early foreign language learning, while others are seeking new solutions after disappointing experiments in the 60 s and 70 s . The experts are trying to define a policy and principles of learning/teaching languages in primary and pre-school education 1 . The main conclusions drawn from the research completed by the European educational institutions are that early language learning can have a very positive effect on children in terms of language skills, positive attitudes to other languages and cultures, and self-confidence. Nevertheless, the early start does not guarantee better results. For success to be certain, the appropriate conditions in terms of pedagogy and resources should be created. Namely, in the review published by ECML and entitled "Foreign Languages in Primary and Pre-school Education: Context and Outcomes" 2 one of the first recommendations 3 refers to research and sufficient support required for innovations, from the planning stage to the post-implementation stage. The results achieved should include the context and direct observation of classroom situations 4 . Then, processes of syllabus design,
A critical review of recent trends in second language syllabus design and curriculum development
To date, numerous books and research articles have focused on the notion of syllabus design and curriculum development. Nevertheless, very few works have had an inclusive and concise look upon the issue. This paper is an account of current trends on syllabus design and curriculum development in Second Language Acquisition in the recent past decades. This is hopefully intended to offer a descriptive and critical interpretation of the existing syllabuses in the domain of language learning and teaching. After a brief introductory remark on curriculum and syllabus types, 13 of the most prominent syllabuses in SLA will be elaborated on separately. In pursuit of doing so, definition, rationale, merits, and drawbacks attributed to each syllabus will be touched upon. Although the emergence of some of these syllabi coincides with each other, while presenting them, it has been tried to follow a roughly chronological order of their emergence.
The various types of syllabi and the host of related issues in the field of second language teaching and course development manifest the significance of syllabus design as one of the most controversial areas of second language pedagogy. Teachers should be familiar with different types of syllabuses and be able to critically analyze them. Issues in Syllabus Design addresses the major types of syllabuses in language course development and provides readers with the theoretical foundations and practical aspects of implementing syllabuses for use in language teaching programs. It starts with an introduction to the concept of syllabus design along with its philosophical foundations and then briefly covers the major syllabus types from a historical perspective and pedagogical significance: the grammatical, situational, skill-based, lexical, genre-based, functional notional, content, task-based, negotiated, and discourse syllabus. This volume helps teachers to be familiar with different types of syllabuses and enables them to critically analyze different syllabus types.
Challenges of Language Syllabus Design in EFL/ESL Contexts
Nowadays with widespread use of English language in different countries and its teaching, the main concern of teachers, syllabus designers, policy makers, institutions are to design course materials which can fulfil students language needs appropriately, however designing such a course material is a daunting task. In this paper the researcher tries to shed light on the major concerns of authority in the field regarding EFL/ESL course designing. The researcher tries to explore the ideas of major authority in the field of language teaching and learning and also applied linguists toward the issue of material development in English language teaching classes. Since every student is unique and his/her need is totally different with his classmate, so finding the trade-off between such varieties of needs is demanding and complicated task. Finally the researcher came with this idea that the teachers should think globally and act locally; in that majority of course books are written in other countries, there are certain conditions in which the teachers have to do amendments in order to meet the needs of their own learners.