Curriculum Design

1. Curriculum Design Name: Xavier Wu ID No.: 9610008m Instructor: Dr. Mavis Shang Dept. of Applied English of IS University

2. From Syllabus Design and Curriculum Development The Quest for New Methods Changing Needs for Foreign Languages in Europe English for Specific Purposes Needs Analysis in ESP Communicative Language Teaching Emergence of a Curriculum Approach in Language Teaching

3. The Background of The Quest for New Methods Medieval time: English V.S. French (White) 20th Century: The Power of British and America (White) The World War II: Immigrants/ Refugees/ Foreign Students  U.K./ U.S./ Canada/ Australia  The Demand of Language-teaching  An International Language via radio, film, and TV

4. The Background of The Quest for New Methods Explore New Direction for Teaching  Linguistics for Organization & Structure of Language  A New Approach “Oral Approach” in Britain Oral Approach  Situational Approach/ Structural- situational Approach/ Situational Language Teaching  TESL/ TEFL Approach

5. The Background of The Quest for New Methods 1950s—The Structural-situational Approach used in Australia. 1960s—The Audiolingual Method used in U.S. 1978s—The Audiovisual Method used in Europe.

6. Changing Needs for Foreign Languages in Europe In 1960s—The Language Teaching Revolution In 1969s—The Decision of the Council of Europe Without Language Barrier Modern Language Enrichment The Modern Europe Language In 1970s—The Decision for School system In 1971s—The Unit-credit System for Adults

7. The Communicative Language Teaching in Europe Before the Emergence of CLT: Teaching Methods After the Emergence of CLT: The Need for Society The Need for Learners

8. English for Specific Purpose Relevance for Learners’ Need The Movement of Language for Specific Purpose The Concerns for the ESP Approach: The Need for Non-English-Speaker The Need for Employment The Need for Materials The Need for Immigrants

9. English for Specific Purpose The Courses at the University of Michigan: For Foreign Students Language Patterns and Vocabulary The Publications for the Change of 1960s: For Principles and Gradation For General Courses From Word Frequency From Discourse Analysis

10. English for Specific Purpose The Publication of Ewer and Latorre in 1970s: Sentence Patterns Functional and Non-Functional Words Based on 3 Million Words of Scientific English Covering Science and Technology

11. English for Specific Purpose The ESP Approach in 1970s: Register Analysis— Distinctive Patterns of Occurrence of Vocabulary, Verb Forms, Noun Phrases, and Tense Usage. Three Categories for the Register (Martin cited)— The Research Process The Vocabulary of Analysis The Vocabulary of Evaluation

12. English for Specific Purpose The ESP Approach in 1970s: Discourse Analysis— Identify the Linguistic Structure of Longer Samples of Speech or Text. The Problem-solution Structure for Common Discourse— Introduction  Background  Argument  Conclusion

13. Needs Analysis in ESP Stevens’s Points: Restriction—Basic Skills of Understanding Speech, Speaking, Reading, and Writing. Selection—Vocabulary, Patterns of Grammar, and Function of Language. Themes and Topics—Themes, Topics, Situations, and Universes of Discourse. Communicative Needs—For Communication

14. Needs Analysis in ESP Learner’s Needs are Communicative Ability. Preparation for Learners to Carry Out Tasks Try to Perform a Role (Robinson) Learners, Teachers, and Employers’ involvement (Richterich and Chanceril)

15. Needs Analysis in ESP Munby’s Systematic Approach: Needs Analysis in ESP Course Design Two Dimensions of Needs Analysis: Specification for the Target-Level Turning the Information into Syllabus

16. Needs Analysis in ESP Schutz and Derwing’s Summarizations for Profile of Communication Needs: * Personal Information * Personal Intention * Environment Stimulus * Relevant Staff * Communicative Way * Speech Way * Capacity * Situation * Mood

17. Needs Analysis in ESP Munby’s Taxonomy for the Need Profile: 300 Subskill into 54 Categories A Systematic Set of Processes An Objective Set of Processes

18. CommunicativeLanguage Teaching The Emergence of ESP The Interval Between 1960s and 1970s The Causation The Europe Grammatical  Communicative

19. CommunicativeLanguage Teaching Wilkins’s Syllabus Semantic-grammatical Meaning Modal Meaning Communicative Function Communicative Syllabuses Functional Syllabuses

20. CommunicativeLanguage Teaching Yalden’s Descriptions for Communicative Syllabuses * Learner’s Purpose * The Setting * Learner’s Capacity * Participation * Utilization * Theme * Discourse and Rhetoric * Variety * Grammar * Lexicon

21. Emergence of a Curriculum Approach in Language Teaching Tyler’s Statement in 1949s: Educational Purposes to be Sought Educational Experiences to be Provided Educational Experiences to be Organized Educational Experiences to be Attained

22. Emergence of a Curriculum Approach in Language Teaching The Argument between Lawton and Tyler in 1973: Lawton’s Statement— Teacher’s Behavior for Educational Objectives Tyler’s Statement— Learner’s Behavior for Educational Objectives

23. Emergence of a Curriculum Approach in Language Teaching Nicholls and Nicholls's Statement in 1972s: The Careful Examination The Development and Trial Use The Assessment of the Extent The Final Element The Adoption in 1980s

24. Emergence of a Curriculum Approach in Language Teaching The Focuses on the Curriculum Development: Needs Analysis Situational Analysis Learning Outcome Course Organization Selecting Teaching Material Preparing Teaching Material Providing for Effective Teaching Evaluation

25. Emergence of a Curriculum Approach in Language Teaching Clark’s Statement on the Curriculum Development: The Review of Principles The Reworking of Syllabuses The Review of Strategies Embodying Appropriate Learning Experiences The Review of Assessment Designed The Review of Classroom Schemes The Review and Creation of Strategies Designed The Further Research The Review or Devising on In-service Education Designed

26. Thanks for your Attentions!