6. Classroom activities should be meaningful and involve real communication

1. From Syllabus Design
to Curriculum Development

2. 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
Contents:

3. Immigrants, refugees, and foreign students in
UK, US, Canada, and Australia
Greater mobility of peoples in air travel, international
trade, and commerce
The Quest for New Methods

4. Whites (1988,9) comments:
“English has become the language of the world
thanks to the linguistic legacy of the British Empire, the
emergence of the USA as an English-speaking
superpower, and the fortuitous association of English
with the industrial and technological developments”

5. Huge demand for EFL learning
Explore new teaching methods
Linguistics - organization & structure of language -
applied in the cause of new “scientifically based”
teaching methods.
Oral approach: linked to graded grammatical &
lexical syllabus  situational approach / situational
language teaching

6. Situational Language Teaching in Britain:
 A structural syllabus with graded vocabulary levels
 Meaningful presentation of structures in contexts
 PPP method

7. Audiolingual method (1960s)  United States
Rivers (1964) stated audiolingualism as:
 Habits are strengthened by reinforcement.
 Foreign language habits are formed most effectively
by giving the right response, not by making mistakes.
 Language is behavior.
Audiovisual method (1978)  Europe

8. The upsurge in English language teaching (mid-1950s –
1960s)  A Language Teaching Revolution:
 Introducing new methods and materials
 WHY / HOW people learn a second language
(Jupp and Hodlin, 1975)
Changing Needs for Foreign Languages in
Europe

9.  Reevaluation of language teaching policy in Europe
In 1969, the Council of Europe decided that:
 Language barriers must be removed.
 Linguistic diversity, through the study of modern
languages, should provide a source of intellectual enrichment.
 If the study of modern Europe languages becomes
general, mutual understanding and cooperation will be
possible.

10.  Issues to face by Van Els, T. Bongaerts, G. Extra, C.
Van Os, and A. Janssen-van Dieten (1984, 159):
1. Does the community consider it important that all its
members know a foreign language, or is this considered
necessary only for certain professional domains?
2. How many languages, and which languages, are felt to be
necessary?


11. 3. How great is the demand for each individual language? Does
everyone need the same skills, or the same level of
command per skill?
4. Is there a stable needs pattern?
 Unit-credit system used as a framework for
developing language teaching programs for adults
during period of Communicative Language Teaching
(CLT).

12.  Societal and learner needs are starting point in
reevaluation of language teaching.

14. The concern to make language courses more
relevant to learners’ needs also led during
this period to the emergence of the
Languages for Specific Purposes (LSP)
movement, known in English-language
teaching circles as ESP (English for Specific
Purposes).

15.  the need for Non-English background students.
 the need for employment
 the need for business purpose
 the need for immigrants

16. 1. What was the PECC Director’s need about this
English course?
 He needed his staff should be taught English for
Electrical Engineering so that they can deal with the
electrical terms

17. 2. What did the native English teacher teach?
• Talk about yourself
• Talk about your daily routine
• What did you do last week / holiday?
• Retell a holiday trip you have ever taken.
• What should you do to have a good health?
• Health Problem
• Describing people
• Internet-positive and negative points
• What are your hobbies and interest?
• Environment concerns
………

18. University of Michigan
 language patterns and vocabulary
(Darian, 1972)
“for learners in situations such as these, what
was needed was not more and more lessons in
“advanced English” or “colloquial English” but
training in the kinds of English learners would
use or encounter in their specific occupations
and situations”.

19. Difference between ESP and EGP
 ESP learners are usually
adults, who are familiar
with the English language.
 The age of EGP learners
varies from children to
adults and learning the
English language is the
subject of the courses.
English for Specific
Purposes
English for General
Purposes

20. Difference between ESP and EGP
They are learning the
language in order to
communicate
professional information
and to perform some
particular, job-related
functions.
English for Specific
Purposes
English for General
Purposes
EGP courses are mostly
focused on grammar,
language structure and
general vocabulary.

21. Difference between ESP and EGP
 The learners are highly
motivated as they are
aware of their specific
purposes for learning
English. (cf. Chris
Wright, 1992)
English for Specific
Purposes
English for General
Purposes
 EGP helps students to
cope with any subject-
matter course. It gives them
the ability to generate more
language. EGP learners, if
well-taught, can use English
to cope with the language
in any undefined tasks.

22. Difference between ESP and EGP
 In ESP course, it is needs
analysis that determines
which language skills are
useful for the learners to be
able to accomplish certain
professional tasks. ESP
courses are centered on the
context. The English language
is usable immediately in the
employment context.
English for Specific
Purposes
English for General
Purposes
 EGP courses deal with
many different topics and
each of the four skills is
equally treated. Due to the
general nature of these
courses no needs analysis is
conducted. EGP courses are
responsible to the general
language acquisition and, for
the vast majority of learners

23. Hutchinson et al. (1987, p53)
“in theory nothing, in practice a great deal”
English for Specific
Purposes
English for General
Purposes

24. 1. Why do you want to study higher?
2. Why did you choose Diploma in TESOL?
3. Is DipTESOL useful for your current employment?
4. What do you want to do after this course (Diploma
in TESOL)?
……………

25. The content of [ESP] courses are thereby
determined, in some or all of the following ways:
(a) Restriction—Basic Skills of Understanding
Speech, Speaking, Reading, and Writing.
(b) Selection—Vocabulary, Patterns of Grammar,
and Function of Language.
(c) Themes and Topics—Themes, Topics,
Situations, and Universes of Discourse.
(d) Communicative Needs—For Communication

26. A number of approaches were suggested to determine the
learner’s needs.
1. Who can determine learner’s needs?
 Richterich and Chanceril (1978), working within the Council
Europe framework proposed that learners, teachers, and
employers could all determine.
2. How could they collect the information (learner’s needs)?
 It could be collected from the resources of the teaching
institution, objectives, the methods of assessment used.

27. 3. When should the needs analysis be performed in a
course?
 It should be an ongoing process throughout the
course.
4. Which procedures should be used for conducting needs
analysis?
 Questionnaires, surveys, and interviews should be
used.

28. Munby (1978) described a Systematic Approach to
Needs Analysis in ESP Course Design.
And Schutz and Derwing summarized it
Profile of Communicative Needs (Curriculum
Development in Language Teaching, P.34)

29. 1. Personal: their age, their education background, their nationality…
2. Purpose: needs to develop their communicative skills.
3. Setting: restaurant , customers who use the restaurant.
4. Interactional variables: all the relationships.
5. Medium, mode, channel: spoken/written, face to face
6. Dialects: formal or casual styles.
7. Target level: basic, intermediate, or advanced level.
8. Anticipated communicative events: greetings, taking requests,
clarifying information, describing menu
9. Key: unhurriedly, quietly, and politely.
Profile of Communicative Needs:
Ex: waiter/waitress

30. Communicative language teaching
(CLT)
What is CLT?
CLT is a approach to teaching that focuses on
communication rather than on mastery of the
grammatical system of language.
CLT was a response to changes in the field of
linguistics in 1970s, as well as a response to the
need for new approaches to language teaching in
Europe as a result of initiative, by groups such as
the Council of Europe.

31. 4 dimensions of Communicative
Competence (Canale & Swain, 1980)
Grammatical
Competence
Sociolinguistic
Competence
Discourse
Competence
Strategic
Competence
Communicative
Competence

32. Grammatical Competence: the domain of
grammatical and lexical capacity
Sociolinguistic Competence: an understanding of
the social context in which communication takes
place: role relationships, shared information of
participants, purpose of interaction
Discourse Competence: interpretation of individual
message in relation to the entire discourse or text
Strategic Competence: strategy to initiate,
terminate, maintain, repair, and redirect
communication.

33. Grammatical Competence Communicative Competence
Ability to produce sentences in a
language
 Knowledge of building blocks of
sentences (e.g., parts of speech, tenses,
phrases, clauses, sentence patterns) and
how sentences are formed
Focus of many grammar practice books,
which typically present a rule of grammar
and provide exercises to practice using the
rule
Knowing how to use language for a
range of different purposes and functions
 Knowing how to vary our use of
language according to the setting and the
participants (e.g., when to use formal and
informal speech or when to use language
appropriately for written or spoken
communication)
 Knowing how to produce and
understand different types of texts (e.g.
narratives, reports, interviews,
conversations)

34. Proposals for a Communicative Syllabus
Skills-based syllabus: This focuses on the four skills of
reading, writing, listening, and speaking
For example:
Listening
skills
Key words in
conversation
The topic of a
conversation
Speakers’ attitude
toward a topic
Time reference of
an utterance

35. Functional syllabus
• This is organized according to the functions the
learner should be able to carry out in English, such
as expressing likes and dislikes, offering and
accepting apologies, introducing someone, and
giving explanations.
• Vocabulary and grammar are then chosen according
to the functions being taught.

36. PPP Triangle
Presentation
Practice
Production
-Pronounciation
-Meaning
-Form
-Controlled practice
-Free practice

37. Notional syllabus: based around the content
and notions a learner would need to express.
The components of meaning:
Semantico-grammatical meaning: time (point
of time, duration, frequency, sequence…)
Modal meaning: modality, scale of
certainty, scale of commitment
Communicative function:
requests, complaints, suggestions, apologies…

38. Notional-functional syllabus is a way of organizing
a language-learning curriculum, rather than a
method or an approach to teaching. In a notional-
functional syllabus, instruction is not organized in
terms of grammatical structure, but instead in
terms of "notions" and "functions“

39.  A "notion" is a particular context in which
people communicate
 A "function" is a specific purpose for a speaker
in a given context
• For example:
The "notion" of shopping requires numerous
language "functions", such as asking about
prices or features of a product and bargaining

40. Components of syllabus
1. Consideration of purposes
2. Setting
3. Socially defined role
4. Communicative events
5. Language functions
6. Notions
7. Discourse and rhetorical skills
8. Variety
9. Grammatical content
10. Lexical content
(Yalden 1987, 86-87)

41. Emergence of a curriculum
approach in language teaching

42. Tyler’s Linear model
1. What educational purposes should the school seek
to attain?
2. What educational experiences can be provided that
are likely to attain these purposes?
3. How can these educational experiences be
effectively organization?
4. How can we determine whether these purposes are
being attained? (Tyler, 1950)
Aims and
Objectives
Content Organization Evaluation

43. Nicholls and Nicholls's description in 1972s:
Cyclical Model
a) The Careful Examination
b) The Development and Trial Use
c) The Assessment of the Extent
d) The Final Element – Feedback of all the experience
gained.

44. Linear Model Cyclical Model
 Rigid
 The elements are linear, where one
leads to another
 It’s not clear whether changes could
happen or not.
 Flexible
 View curriculum elements as
interrelated and interdependent
Present the curriculum process as a
continuing activity, which is constantly
in a state of change as new information,
and practices become available. Cyclical
models accommodate change over the
years

45. System-design model
• Is “an integrated plan of operation of all
components (sub-systems) of a
system, designed to solve a problem or meet a
need”
(Briggs 1977, 5)
• The system model belongs to an approach to
educational planning that sees curriculam
development as a rational and somewhat
technical process.

46. System-design model
a. Formulation of objectives
b. Selection of content
c. Task analysis
d. Design of learning activities
e. Definition of behavioral outcomes
f. Evaluative measures for determining the
achievements

47. Curriculum development refer to the range of planning
and implementation processes involved in developing or
renewing a curriculum. (Jack, 2001)
The Focuses on the Curriculum Development:
1. Needs Analysis
2. Situational Analysis
3. Learning Outcome
4. Course Organization
5. Selecting Teaching Material
6. Preparing Teaching Material
7. Providing for Effective Teaching
8. Evaluation

48. DISCUSSION
1. Have you ever taken an ESP lesson before?
Did it meet your needs?
2. In your point of view, do you think the ESP course
is more motivated than General English course?
3. What do you think about CLT in Vietnam?
4. What approach do you apply in your CLT?

49. Which of the statements below do you think
characterizes communicative language teaching?
1. People learn a language best when using it to do things
rather than through studying how language works and practicing rules
2. Grammar is no longer important in language teaching.
3. People learn a language through communicating in it.
4. Errors are not important in speaking a language.
5. CLT is only concerned with teaching speaking.
6. Classroom activities should be meaningful and involve real communication
7. Dialogs are not used in CLT.
8. Both accuracy and fluency are goals in CLT.
9. CLT is usually described as a method of teaching.