APPROACHES TO COURSE DESIGN, skills-centered appraoch, learning-centered apporach.pptx

Approaches to Course design

1. Approaches to Course Design Edna B. Alaba LANGUAGE CURRICULUM

2. 02 SKILLS-CENTERED COURSE DESIGN emphasizes teaching language skills that learners need to perform in specific contexts, rather than focusing on the acquisition of knowledge about the language itself. It also defines skills-centered course design as a process-oriented approach. The primary concern is with the mental processes that learners go through when using language. LANGUAGE CURRICULUM

3. 02 SKILLS-CENTERED COURSE DESIGN Skills-centered course design is an approach where the focus is on the learner's needs for specific skills, such as reading or listening, that are directly applicable to real-life tasks. LANGUAGE CURRICULUM

4. FUNDAMENTAL PRINCIPLES Theoretical Principle Pragmatic Principle LANGUAGE CURRICULUM

5. FUNDAMENTAL PRINCIPLES The basic theoretical hypothesis is that underlying any language behavior are certain skills and strategies, which the learner uses to produce or comprehend discourse. A skills-centered approach aims to get away from the surface performance data and look at the competence that underlies “the performance (see I(e) above). A skills-centered course, therefore, will present its learning objectives (though probably not explicitly) in terms of both performance and competence. Theoretical Principle LANGUAGE CURRICULUM

6. FUNDAMENTAL PRINCIPLES General objective (i.e. performance level): The student will be able to catalogue books written in English. Specific objectives (i.e. competence level) : The student will be able to : -extract the gist of a text by skimming through it. -extract relevant information from the main parts of a book. Theoretical Principle LANGUAGE CURRICULUM

7. FUNDAMENTAL PRINCIPLES -derives from a distinction made by Widdowson (1981) between goal-oriented courses and process-oriented courses. Holmes (1982) points out that:" 'In ESP the main problem is usually one of time available and student experience. Pragmatic Principle LANGUAGE CURRICULUM

8. FUNDAMENTAL PRINCIPLES First, the aims may be defined in terms of what is desirable, - i.e. to be able to read in the literature of the students' specialism, but there may be nowhere near enough time to reach this aim during the period of the course. Secondly, the students may be in their first year of studies with little experience of the literature of their specialism ... Pragmatic Principle LANGUAGE CURRICULUM

9. 02 SKILLS-CENTERED COURSE DESIGN The skills-centered model, therefore, is a reaction both to the idea of specific registers of English as a basis for ESP and to the practical constraints on learning imposed by limited time and resources. In essence it sees the ESP course as helping learners to develop skills and strategies which will continue to develop after the ESP course itself. Its aim is not to provide a specified corpus of linguistic knowledge but to make the learners into better processors of information. LANGUAGE CURRICULUM

10. ENGLISH CLASS 02 LANGUAGE CURRICULUM LANGUAGE CURRICULUM

11. 02 SKILLS-CENTERED COURSE DESIGN VS. LANGUAGE-CENTERED APPROACH a) It views language in terms of how the mind of the learner processes it rather than as an entity in itself. b) It tries to build on the positive factors that the learners bring to the course, rather than just on the negative idea of ' lacks'. c) It frames its objectives in open-ended terms, so enabling learners to achieve at least something. LANGUAGE CURRICULUM

12. 02 SKILLS-CENTERED COURSE DESIGN emphasizes teaching language skills that learners need to perform in specific contexts, rather than focusing on the acquisition of knowledge about the language itself. Skills-centered course design is an approach where the focus is on the learner's needs for specific skills, such as reading or listening, that are directly applicable to real-life tasks. LANGUAGE CURRICULUM

13. 02 In Short…. SKILLS-CENTERED COURSE DESIGN In spite of its concern for the learner, the skills- centred approach still approaches the learner as a user of language rather than as a learner of language. LANGUAGE CURRICULUM

14. 03 LEARNING-CENTERED APPROACH The learning-centered approach focuses on the entire learning process, considering both the learner’s internal abilities and external societal expectations. It aims to maximize learning by addressing not only what learners bring but also the target outcomes in real-world contexts. LANGUAGE CURRICULUM

15. 03 LEARNING-CENTERED APPROACH In a learning-centered approach, learning is a negotiation between the learner and society. While learners use prior knowledge to understand new information, societal expectations and performance standards shape the overall direction and goals of learning. LANGUAGE CURRICULUM

16. A language-centered approach says: This is the nature of the target situation performance and that will determine che ESP course. A skills- centred approach says: That's not enough, We must look behind the target performance data to discover what processes enable someone to perform. Those processes will determine the ESP course." A learning- centred approach says: That's not enough either. We must look beyond the competence that enables someone to perform, because what we really want to discover is not the competence itself, but how someone acquires that competence." LANGUAGE CURRICULUM

17. LANGUAGE CURRICULUM

18. 03 Implications.. a) Course design is a negotiated process. There is no single factor which has an outright determining influence on the content of the course. The ESP learning situation and the target situation will both influence the nature of the syllabus, materials, methodology and evaluation procedures. Similarly each of these components will influence and be influenced by the others. b) Course design is a dynamic process. It does not move in a linear fashion from initial analysis to completed course. Needs and resources vary with time. The course design, therefore, needs to have built-in feedback channels to enable the course to respond to developments. The learning-centered course design process is shown in this diagram : LANGUAGE CURRICULUM

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20. Reference: Hutchinson, T., & Waters, A. (1987). English for specific purposes: A learning- centred approach. Cambridge University Press. LANGUAGE CURRICULUM