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EDU 402

SYLLABUS DESIGN. EDU 402. 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

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EDU 402

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  1. SYLLABUS DESIGN EDU 402

  2. 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

  3. ASSESSING SOCIETAL FACTORS • A. LANGUAGE SETTING • B. PATTERNS OF LANGUAGE USE • C. ATTITUDES TOWARD LANGUAGE • D. POLITICAL AND NATIONAL CONTEXT

  4. 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

  5. ESL OR EFL?

  6. 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

  7. B. PATTERNS OF LANGUAGE USE

  8. 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

  9. 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

  10. 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

  11. SUMMARY • IN DESIGNING COURSES : • The language setting • Patterns of language use • Attitudes towards language • Political and national contexts

  12. 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?

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