ENG519 Short Handouts PDF Midterm

ENG519 SHORT HANDOUTS MIDTERM Lesson 01 to 05 (ENG519)Curriculum Design EFFORT BY VUHELPERS24 TEAM REGARDS : SIR ZAHID: 03342743020 Lesson-01 ORIGINS OF LANGUAGE CURRICULUM...

ENG519 SHORT HANDOUTS MIDTERM Lesson 01 to 05 (ENG519)Curriculum Design EFFORT BY VUHELPERS24 TEAM REGARDS : SIR ZAHID: 03342743020 Lesson-01 ORIGINS OF LANGUAGE CURRICULUM DESIGN Topic-001: Overview What is the main focus of this course? Language curriculum development processes. What does curriculum development encompass? Planning, delivery, management, and assessment of English language teaching and learning. What is the curriculum development process a combination of? Needs analysis, goal setting, format and presentation, principles, syllabus design, methodology, approaches to curriculum, professional development of teachers, testing, and evaluation. COMPILED BY SIR ZAHID 1 What reference is made to in this topic in the Pakistani context? The National Curriculum for English Language (NCEL, 2006). Topic-002: Definitions What is syllabus design? The specification of the content of a course of instruction, listing all possible teaching content. How does curriculum development differ from syllabus design? Curriculum development is a more comprehensive process that includes determining needs, developing aims, addressing needs, determining syllabus, course structure, teaching methods, materials, and evaluation. What are the two key terms defined in Topic-002, "Definitions"? Topic-002 defines two key terms: 1) language curriculum design (LCD) and 2) syllabus design. It distinguishes between a syllabus, which is a specification of the content of a course of instruction, and syllabus design, which is the process of developing a syllabus. Furthermore, it explains that curriculum development is a broader and more comprehensive process encompassing needs determination, objective development, addressing needs, syllabus design, course structure, teaching methods, materials, and program evaluation. Topic-003: Historical Background When did the notion of language curriculum design (LCD) begin to take shape? In the 1960s. What is the focus of this topic regarding the historical perspective? Examining the development of curriculum in language teaching through various historical stages. What is the main focus of this lecture within the historical background? Main approaches to syllabus design that emerged in the first part of the twentieth century. COMPILED BY SIR ZAHID 2 Why does Topic-003, "Historical Background," examine the historical perspective of language curriculum design? Topic-003 explores the historical development of curriculum in language teaching to help learners better understand how earlier approaches and issues in curriculum design have shaped the current understanding of the curriculum. It delves into the historical context of language curriculum design, which began to take its modern form in the 1960s, and emphasizes the significance of syllabus design, which had earlier influences on language teaching. The focus is on the main approaches to syllabus design that emerged in the early 20th century, forming the foundation for broader curriculum design in language teaching. Topic-004: Historical Perspective of Language Teaching Methods Name some language teaching methods that have been dominant during different time periods. Grammar Translation Method, Direct Method, Structural Method, Reading Method, Audiolingual Method, Situational Method, and Communicative Approach. Which method remained in use in some parts of the world, even after falling out of favor? Grammar Translation Method. What is the significance of studying the historical perspective of language teaching methods, as discussed in Topic-004? Studying the historical perspective of language teaching methods is valuable because it provides insights into the evolution of language teaching approaches and the enduring influence of different methods. Despite changes in preferences for specific methods over time, many methods continue to exist in some form long after they have fallen out of favor. This observation remains true today, as exemplified by the continued use of the grammar translation method in certain parts of the world. The topic presents a chronological overview of the periods of greatest dominance of various language teaching methods, from the Grammar Translation Method in the 19th century to the Communicative Approach in the present. COMPILED BY SIR ZAHID 3 Topic-005: Historical Role of Vocabulary Selection What are the two aspects of selection that received primary attention in the first few decades of the 20th century? Vocabulary selection and grammar selection. What were the core issues related to vocabulary selection in the early 20th century? What words should be taught and in which order. What did these core issues lead to in vocabulary selection? The emergence of a lexical syllabus. What were the primary aspects of selection that received attention in the first few decades of the 20th century, as discussed in Topic-005? In the early 20th century, two primary aspects of selection received attention in language teaching: vocabulary selection and grammar selection. This topic elaborates on these aspects and their role in shaping syllabus design. It points out that during this period, the central questions revolved around what words should be taught and in what order. This focus on vocabulary and its sequencing ultimately led to the emergence of what is known as a lexical syllabus. Lesson-02 ORIGINS OF LANGUAGE CURRICULUM DESIGN: APPROACHES TO VOCABULARY SELECTION Topic-006: Early Approaches and Goals What did early applied linguists focus on regarding language curriculum design? Vocabulary selection. Why was word frequency important in early approaches to language curriculum design? COMPILED BY SIR ZAHID 4 To determine which words should be taught in what order. What did word frequency research reveal about vocabulary usage? Around 3,000 words accounted for up to 85 percent of everyday texts, while it took an additional 6,000 words to increase this by 1 percent. Why is recognizing 85 percent of the words in a text not the same as understanding 85 percent of the text? Because crucial words related to the text's topic and new information might still be unclear. How did early approaches to vocabulary selection determine the importance of words? Early approaches involved analyzing the frequency of word occurrences in texts. It was believed that words of the highest frequency should be taught first, but research revealed that a small class of words (around 3,000) accounted for up to 85 percent of everyday texts, and it would take an additional 6,000 words to increase this by 1 percent. Topic-007: Early Procedures of Vocabulary Selection What criteria should be considered when determining word lists for teaching? Teach-ability, similarity to the native language, availability, coverage, and defining power. What criteria are considered in determining word lists for language teaching? Criteria for word list determination include teach-ability, similarity to the native language, availability (words that quickly come to mind), coverage (words that include the meanings of other words), and defining power (useful words for defining other words). Topic-008: Historical Background to Grammar Selection and Gradation Why was there a need for a systematic approach to selecting grammar for teaching purposes? COMPILED BY SIR ZAHID 5 To address various ways of expressing the same speech act, such as "asking permission." Why was there a need for a systematic approach to selecting grammar for teaching purposes? Applied linguists saw the need for a systematic approach to selecting grammar for teaching purposes because different grammatical structures could be used for the same speech acts, like "asking permission," and they sought to standardize the teaching of grammar. Topic-009: Application of Principles of Selection and Gradation What principles have been used for developing grammatical syllabuses? Simplicity and centrality, intrinsic difficulty, communicative need, and frequency. Why might the simple past tense be introduced early in English language courses despite its difficulty? Because it is needed to reference past events, and it can be practiced effectively in a classroom context. How does the "simplicity and centrality" principle influence the selection of grammatical structures? The "simplicity and centrality" principle recommends selecting structures that are simple and central to the basic structure of the language, which is why introductory-level English courses might include sentences like "The train arrived" or "She is a journalist" to establish foundational language elements. Topic-010: Approaches to Gradation What is the "linguistic distance" approach to gradation in language teaching? Prioritizing teaching structures similar to the learner's native language. Why is the "intrinsic difficulty" principle used to justify the sequence of grammatical items in a syllabus? Simple structures are taught before complex ones to ease the learning process. COMPILED BY SIR ZAHID 6 Can you provide an example of how the "frequency" criterion might affect the sequence of grammatical items in a syllabus? Despite not being the most frequent verb form in English, the present continuous tense is often introduced early in language courses because it can be readily demonstrated and practiced in a classroom context. Topic-011: Assumptions Underlying Early Approaches to Syllabus Design What were the basic building blocks of language development in early language teaching? Vocabulary and grammar. Why was there an emphasis on "general" English in early language teaching? It was believed that a core vocabulary and a grammatical syllabus could serve as the basis for most language courses. How were learners' needs typically identified in early language teaching? Exclusively in terms of language needs, not their broader life needs. What was the primary input to the language learning process in early language teaching contexts? The textbook. In what context was most early work on the development of lexical and grammatical syllabuses done? English as a foreign language, where students studied English as a formal subject in school without an immediate need for it outside the classroom. How did early syllabus developers prioritize vocabulary and grammar? In early syllabus development, vocabulary and grammar were prioritized as the main building blocks of language development. While speaking and pronunciation were not ignored, careful syllabus planning and specification focused on systematizing and rationalizing vocabulary and grammar. What was the belief regarding the learners' needs in early language teaching? COMPILED BY SIR ZAHID 7 Early language teaching assumed that learners needed to master English to solve their problems, without considering their broader life needs. The primary goal was to teach English, not to teach problem-solving through English. Lesson-03 FROM SYLLABUS DESIGN TO CURRICULUM DEVELOPMENT Topic-012: The Quest for New Methods Why did the teaching of English as a second or foreign language become increasingly important after World War II? Due to a demand generated by immigrants, refugees, and foreign students, and the expanding role of English in international communication. What were the initial responses of the English-language teaching profession to the changing needs of language learners in the 1950s and 1960s? They explored new directions in methodology and applied linguistic theories to develop new teaching methods. What were the key characteristics of the methodology developed in Britain during this period? A structural syllabus with graded vocabulary levels, meaningful presentation of structures in contexts, and a sequence of classroom activities (PPP method). What factors led to the increased demand for English courses after World War II, and how did this impact the teaching of English as a second or foreign language? After World War II, factors like immigration, the influx of refugees, and the rise of foreign students in countries like the United Kingdom, Canada, the United States, COMPILED BY SIR ZAHID 8 and Australia generated a substantial demand for English courses. Additionally, the role of English in international communication grew rapidly, fueled by the expansion of air travel, international tourism, and its importance in trade and commerce. Furthermore, the growth of radio, film, and television supported the role of English in various aspects of life, both at home and internationally. Topic-013: Re-Evaluation of Teaching Methods and its Influence on Language Curriculum Development What was the missing element in the enthusiasm for new language teaching methods in the 1950s and 1960s? A consideration of the extent to which teaching methods addressed learners' needs. What did the Council of Europe aim to achieve in 1969 concerning language barriers in Europe? They aimed to remove language barriers to achieve full understanding and cooperation among European countries. What were the Council of Europe's objectives in 1969 concerning language barriers in Europe and linguistic diversity? In 1969, the Council of Europe, a regional organization of European countries, aimed to promote cultural and educational cooperation. Their objectives included the removal of language barriers between European countries to achieve full understanding and cooperation. They also recognized linguistic diversity as part of the European cultural heritage, which should provide intellectual enrichment rather than being an obstacle to unity. They believed that promoting the study of modern languages would be essential for fostering mutual understanding and cooperation in Europe. Topic-014: The Role of English for ESP How does the goal of ESP (English for Specific Purposes) differ from that of students learning English for general purposes? ESP students study English to carry out a specific role, such as foreign student, flight attendant, mechanic, or doctor, rather than for general language mastery. COMPILED BY SIR ZAHID 9 How was English traditionally taught to key personnel dealing with trade or foreign business in the 1950s? Traditionally, it involved a structural audiovisual course in "spoken colloquial English" with no focus on functional communicative needs or situational language. How does the goal of English for Specific Purposes (ESP) differ from that of students learning English for general purposes, and what was the traditional approach to teaching ESP? The goal of ESP differs from that of students learning English for general purposes in that ESP students study English for specific roles or professions, such as foreign students, flight attendants, mechanics, or doctors, rather than for general language mastery. The traditional approach to teaching ESP, in the 1950s, involved an audiovisual course in "spoken colloquial English" based on structural criteria and situational language, with no focus on functional communicative needs or the learner's immediate situation. Topic-015: Register Analysis and Discourse Analysis What is the focus of register analysis in language teaching? Register analysis studies distinctive patterns of vocabulary, verb forms, noun phrases, and tense usage in different disciplines, such as medicine, engineering, or science. What does discourse analysis examine in language use, and what is an example of its focus? Discourse analysis examines communicative contexts and the relationship between discourse and speakers and listeners. An example is its examination of the choice of verb tenses and their impact on discourse structure. What is a common discourse structure found in many scientific papers? The problem-solution structure. What is the primary focus of register analysis in language teaching, and how does it analyze language characteristics in different disciplines? COMPILED BY SIR ZAHID 10 Register analysis in language teaching primarily focuses on examining the linguistic characteristics of different disciplines, such as medicine, engineering, or science. It investigates distinctive patterns of vocabulary usage, verb forms, noun phrases, and tense usage within specific fields, aiming to understand the language characteristics that are unique to each discipline. Lesson-04 FROM SYLLABUS DESIGN TO CURRICULUM DEVELOPMENT: HISTORICALOVERVIEW Topic-016: Historical Overview of Needs Analysis Within ESP Movement What is the fundamental principle in ESP language teaching? The fundamental principle in ESP language teaching is to plan an English course based on the purposes for which a learner needs the language. How does ESP differ from general English language courses in terms of course planning? In ESP, course planning starts with an analysis of the learner's needs, whereas general English courses focus on the overall mastery of the language. How are learners' needs often described in ESP? Learners' needs in ESP are often described in terms of performance, i.e., what the learner will be able to do with the language at the end of the course. What is the goal of an ESP course? The goal of an ESP course is to prepare learners to carry out a specific task or set of tasks, tailored to their needs. Topic-017: The Munby Model Who developed the Munby model for needs analysis in ESP course design? COMPILED BY SIR ZAHID 11 Munby (1978) developed the Munby model for needs analysis in ESP course design. What are the two main dimensions of the Munby model? The two dimensions of the Munby model are the procedures used to specify the target-level communicative competence of the student and the procedures for turning this information into a syllabus. Provide an example of information revealed through the Munby model for profiling the needs of restaurant staff. Information revealed may include personal details, purposes, setting, interactional aspects, medium/mode of communication, target level, anticipated language use, and key communication styles. Topic-018: The Influence of Communicative Language Teaching (CLT) What changes in the field of linguistics in the 1970s prompted the development of CLT? Changes in the field of linguistics shifted the focus from grammar to how language is used in various communication contexts, which led to the development of CLT. What is communicative competence, and why is it significant in language teaching? Communicative competence is the ability to use language appropriately in different communication contexts. It is significant in language teaching because it emphasizes real-life language use over grammar-focused teaching. How does a communicative language syllabus differ from a grammatical syllabus? A grammatical syllabus focuses on teaching grammatical rules, while a communicative language syllabus emphasizes teaching communicative competence, considering how language is used in real-life communication. Topic-019: Emergence of Curriculum Approach in Language Teaching In educational context, what does the term 'curriculum studies' refer to? COMPILED BY SIR ZAHID 12 'Curriculum studies' refers to a broad field of inquiry that deals with what happens in schools and educational institutions, including the planning of instruction and the implementation of curriculum plans. How does curriculum differ from a syllabus in a school context? A curriculum encompasses all activities students engage in at school, including what they learn, how they learn, teaching methods, materials, assessment, and facilities. A syllabus, on the other hand, prescribes the content to be covered in a specific course. According to Rodgers (1989), what is the scope of the curriculum in a school? According to Rodgers (1989), the curriculum in a school includes not only what pupils learn but also how they learn it, how teachers support their learning, materials used, assessment methods, and the learning environment. Lesson-05 SITUATION/ENVIRONMENT ANALYSIS -I Topic-020: Introduction to Situation/Environment Analysis What is a language curriculum influenced by? A language curriculum is influenced by subject-specific concerns and broader factors such as socio-political matters, educational value systems, curriculum design theory, teacher wisdom, and learner motivation. Why is understanding the interrelationships of influences important for foreign language curriculum? Understanding the interrelationships of influences is important to shape the planning and execution of the teaching/learning process in a particular context. Topic-021: Example of Social and Political Factors Involved in Situation Analysis COMPILED BY SIR ZAHID 13 What's an example of a situation influenced by social and political factors in curriculum development? A team of foreign experts under contract to an international funding body writing English textbooks for an EFL country's state school system. Why did the new course developed by the experts face challenges? The new course faced challenges because it required a high level of oral fluency in English and an English-only methodology, which was difficult to implement in large classes. Can you provide an example of social and political factors affecting curriculum development? Consider a scenario where foreign experts are contracted to write English textbooks for an EFL country's state school system. They set up their project in a rural town, conduct interviews, and develop an oral-based language course based on contemporary teaching methodologies. However, the new materials face challenges as most English teachers have limited English proficiency, making it difficult to implement the materials effectively. Topic-022: Example of Economic Factors Involved in Situation Analysis Describe an example of a situation influenced by economic factors in curriculum development. A private university invested in creating its own materials but failed to attract other institutions due to competitive market conditions. What could have been done differently in the economic situation to ensure success? Basic market research should have been conducted to determine the commercial viability of the materials. Could you provide an example of economic factors influencing curriculum development? In a case where a large private university in an EFL country decides to produce its own materials rather than using commercial ones, substantial investment is made COMPILED BY SIR ZAHID 14 in creating these materials. However, upon publication, they struggle to attract interest from other institutions. Topic-023: Project Factors What variables can significantly impact a curriculum development project? Time, resources, personnel, and team dynamics can significantly impact a project. Why is it important for a project team to have a balance of skills and expertise? A balanced team can better address the challenges and requirements of the project effectively. What are some questions to consider regarding project factors? When assessing project factors, it's important to consider: The composition and selection of the project team Management and team responsibilities Goal-setting and procedures Progress review and member performance evaluation Team members' experience and relationships Resource availability and budget allocation Realistic time frames for the project's completion Topic-024: Institutional Factors How does the culture and climate of a school affect its willingness to implement change? Schools with an open climate and supportive leadership are more likely to embrace change. What role do textbooks and instructional materials play in institutional factors? Textbooks and instructional materials influence the educational environment and the success of language programs. What aspects of an institution should be considered when analyzing institutional factors? COMPILED BY SIR ZAHID 15 Institutional factors encompass various aspects, including: Leadership support for change Physical resources, such as facilities and technology Role of textbooks and instructional materials Staff morale Problems faced by teachers and solutions Administrative support and communication Reputation for delivering successful language programs Commitment to excellence Topic-025: Teacher Factors How can exceptional teachers compensate for poor-quality teaching materials? Exceptional teachers can overcome limitations in materials through their expertise and teaching skills. What are some dimensions on which teachers may vary? Teachers may vary in language proficiency, teaching experience, expertise, training, morale, motivation, teaching style, and beliefs. What dimensions should be considered when assessing teacher factors? When evaluating teacher factors, consider dimensions such as: Language proficiency Teaching experience Skills and expertise Training and qualifications Morale and motivation Teaching style Beliefs and principles What are some teacher-related questions that should be addressed during situation analysis? In situation analysis, it's important to explore questions such as: COMPILED BY SIR ZAHID 16  Background, training, experience, and motivation of teachers Proficiency in English Beliefs and attitudes toward teaching Teaching methods and openness to change Opportunities for retraining and professional development Benefits of proposed curriculum changes for teachers Working on the Next Lessons Don’t Copy Paste on any other platform LMS Handling Service : 03342743020 COMPILED BY SIR ZAHID 17