IELTS Syllabus Design Essay Essays

IELTS Syllabus Design Essay Essays IELTS Syllabus Design Essay Essay IELTS Syllabus Design Essay Essay 1. Introduction The affiliated English for academic intent ( EAP ) course of study is designed for an IELTS readying class. which peculiarly focuses on the listening trial. The grounds behind this pick are that IELTS readying class is really popular in China. and to be a specializer on learning IELTS listening aligns with the author’s calling program. All scholars are male and female Chinese pupil aged between 18 and 25. who seek third instruction in English-speaking states. Additionally. all of them are in the intermediate degree. and they wish to acquire a good class in the listening trial. This will be a five-week instruction. and three hours per hebdomad with a different unit. Additionally. it will be used in a conjectural category in a private linguistic communication school. and the approximative figure of pupils for each category is 25. In the undermentioned parts. the writer will foremost give the definition of course of study. and the importance and necessity of set abouting needs analysis. Then there will be a presentation of the affiliated course of study design. which include the justification of the selected types of course of studies and the pick of the choice and scaling of content. At last. a decision will be given to summarize the cardinal points in this essay. 2. The definition of course of study Basically. a course of study is a specification of what is to be included in a linguistic communication class ; and it concerns the choice of points to be learnt and the scaling of those points into an appropriate sequence ( Jordan. 2003 ; Hamer. 2002 ) . Additionally. Nunan ( 1988 ) defines course of study to a wide and a narrow attack. In a wide position. the course of study and methodological analysis should be together. because the trouble of separating content and undertakings with the development of communicative linguistic communication instruction ( CLT ) . Whereas. a narrow position considers separating syllabus design and methodological analysis: course of study design basically focuses on the choice and scaling of content. while methodological analysis is more about the choice of larning undertakings and activities ( Nunan. 1988 ) . Associating to the attached course of study. because listening is regarded as a receptive accomplishment. and it requires few activities than productive accomplishments. such as authorship and speech production ( Hyland. 2006 ) . Hence. the affiliated course of study is designed under the narrow position. and it is orientated with the choice and scaling of content. 3. Needs analysis The term ‘analysis of needs’ first appears in a published study study of linguistic communication instruction by Michael West in 1926 ( West. 1994 ) . However. there was small attending given to the demands analysis in the undermentioned decennaries. The ground could be the traditional belief of establishing course of study on linguistic communication constructions instead than on single scholar demands at that clip ( Richards and Rodgers. 1986 ) . With the development of linguistic communication instruction. the term ‘need analysis’ was re-raised by the Council of Europe Modern Language Projects group in the seventiess. and needs analysis is recognised as the starting point for inventing course of studies. classs. Martials and the sort of instruction and acquisition that takes topographic point ( Strevens. 1977 ; Coffey. 1984 ; Fatihi. 2003 ) . Similarly. Jordan ( 2003 ) besides suggests that planing a course of study should affect analyzing demands analyses and set uping ends. In the interim. the construct of learners’ demands becomes more broader. which refers non merely to the linguistic communication cognition and accomplishments that for certain mark state of affairs intents. but besides refers to necessities. deficiencies. wants. desires. motives. restraints and demands. which could be lingual. affectional. stuff or institutional ( Hutchinson and Waters. 1987 ; Allwright. 1982 ) . Harmonizing to Brown ( 1995:36 ) . needs analysis is defined as â€Å"the systematic aggregation and analysis of all subjective and nonsubjective information necessary to specify and formalize defendable course of study intents that satisfy the linguistic communication acquisition demands of pupils within the context of peculiar establishments that influence the acquisition and learning situation† . And there are several cardinal inquiries need to see when carry oning a needs analysis. As Jordan ( 2003 ) suggests and farther summarises in the Figure 1. they are: * Why is the analysis being undertaken? ( E. g. to find the type of course of study and content ) * Whose demands are to be analysed? ( E. g. the learners’ ; the teachers’ ; the sponsors’ ) * Who performs the analysis? ( E. g. patron ; teacher ; pupil ) * What is to be analysed? ( E. g. mark state of affairs ; present state of affairs ; lacks ) * How is the analysis to be conducted? ( E. g. questionnaires ; trials ) * When is the analysis to be undertaken? ( E. g. before the EAP class ) * Where is the EAP class to be held? ( E. g. the learners’ ain state ) Figure 1. Needs analysis: sum-up Beginning: Jordan ( 2003 ) . Chapter 2. pp. 29. The significance of carry oning a needs analysis is that it is a device to cognize the learners’ necessities. demands and deficiencies. which straight determines the type of course of study and content. every bit good as the rightness and effectivity of the class ( Fatihi. 2003 ) . Besides it is a procedure for placing the instructional aims in a valid course of study. in order to ease the acquisition for linguistic communication scholars ( Jordan. 2003 ) . However. there are besides some restrictions of demands analysis. which include 1 ) the complicity of change overing demands into ends since â€Å"an appraisal of single demands could ensue in multiple class objectives† ( Dubin and Olshtain. 1986: 102 ) ; 2 ) the deficiency of an effectual demands analysis process. as most demands analysis processs fail to work out the spring between demands analysis and stuffs development ( West. 1994 ) ; 3 ) the cogency and dependability of the instruments used in a needs analysis and the consequences obtained ( Van Hest and Oud-de Glas. 1990 ) . Despite those restrictions. it is still deserving making needs analysis because some surveies have showed that it can be good for the development of course of study ( Bosher A ; Smalkowski. 2002 ; Chaudron et Al. . 2005 ) . 4. Showing syllabus design 4. 1 Choosing course of study types There are assorted types of course of study design that have been used over the last few decennaries ( Yalden. 1987 ) . Generally. a figure of different types of course of study can be subsumed under two wide headers ; viz. . the product-oriented course of study which focuses on the terminal consequence. and the process-oriented course of study which focuses on the agencies to an terminal ( Nunan. 1988 ) . The assorted types syllabus under these two wide headers have been listed in the Figure 2. Additionally. a skills-based course of study that is based on one or more of the four traditional linguistic communication accomplishments is highlighted in Jordan ( 2003 ) . It seems that this type of course of study is on the half manner between merchandise course of studies and procedure course of studies as suggested by Robinson ( 1991 ) . Furthermore. another independent course of study is lexical course of study which was ab initio done by the work of COBUILD since 1980 ; and it is on t he footing of vocabulary and lexis ( Lewis. 1993 ; Harmer. 2002 ) .