The Origin of Language Curriculum Development

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Presentation transcript:

The Origin of Language Curriculum Development By J. C. Richards

Reasons & Concerns What procedures to determine content? What are learners’ needs and how to determine them? What contextual factors to be considered for a program? Nature of goals & objectives and how to determine them? What factors to be considered in syllabus & lesson plan?

Reasons & Concerns 6. How to provide good teaching? 7. What issues for selecting, adapting, & designing materials? 8. How to measure effectiveness of a program?

Historical Background Syllabus: a specification of the content of a course of instruction and lists what will be taught and tested -GTM -Direct Method -Structural Method -Reading Methods -ALM -Situational Method -CA

Vocabulary Selection -Number of words to include -Word frequency list (3000 words makes up 85% of words used on a daily basis) -Frequency & range of words NOT sufficient -Teachability, Similarity, Availiabilty, Coverage, Definining power -basic vocabulary-lexical syllabus, Corpus

Grammar Selection & Gradation -Systematic efforts to present structural items -Different amount/emphasis of grammar in materials -Gradation: grouping & sequencing of teaching items in a syllabus based on intuitive criteria of simplicity & learnability

Grammar Selection & Gradation Some principles -Simplicity & Centrality -Frequency -Learnability (CA, morphemes studies; Dulay & Burt, 1973, 1974): See p. 12 -Commenius: A clear chain of connection needed

Approaches for Gradation -Linguistic Distance: Cognate vs. Non-cognate -Intrinsic Difficulty -Communicative Need -Frequency ***Linear, Cyclical, Spiral: mostly linear though the others are ideal!!!

Approaches for Gradation * Grammatical syllabus specifications: -Fries: Teaching & learning English as a foreign language(1946), the Structure of English (1952) -English Language Institute of the Univ. of Michigan: core grammatical structure for ESL -Hornby: Guide to patterns and usage in English(1954), The teaching of structural words & sentence patterns (1959)

Assumptions of Early Approaches Vocabulary & Grammar as basic units of language? Learners everywhere have the same needs? Exclusively on learners’ language needs? Process of learning a language is determined by the textbook? From syllabus design to curriculum development for diverse learners of ES/FL or Wes?