Designing a Visualized Curriculum for Intermediate Students Who Want to Travel Abroad According to Their Needs
Higher Languages Institute
MA Program 2011-2012
Term 2
Designing a Visualized Curriculum for Intermediate Students Who Want to Travel abroad according to Their Needs
Case Study (Higher Language Institute in Damascus University)
Contents
1. Introduction
2. The Importance of the Curriculum
2. 1 Importance of the English Language to Syrian Students
3. Applied Design
3.1 Language Description
3.2 Theories of Learning
4. Basics of Establishing This Curriculum
4.1 Environment Analysis
4.2 Needs Analysis
4.2.1 Sample Background
4.2.2 Collecting Data Tools
4.2.3 Study Procedure
4.2.4 Research Question and Variables
4.2.5 Statistical Procedures in Analyzing the Data
4.2.6 Discussion
4.3 Principles
4.3.1 Goals, Content and Sequencing
4.3.2 Format and Presentation
4.3.3 Monitoring and Assessment
5. Bibliography
6. Appendices
1. Introduction
Speaking is considered the most challenging skill for language students. Thus, the abilities to start and continue conversations with others outside the classroom impose a challenge on students, especially if they reach an acceptable level in the language. Therefore, students in the intermediate level start to feel the urge to produce language orally since they acquire the notion of knowing considerable amount of vocabulary and grammar.
Thus, in order to motivate students gain the fluency that would use their competence, certain techniques must be used. Brown (2001) in this regard recommends that teachers and designers should “use techniques that cover spectrum of learners needs, from language-based focus on accuracy to message-based focus on
MA Program 2011-2012
Term 2
Designing a Visualized Curriculum for Intermediate Students Who Want to Travel abroad according to Their Needs
Case Study (Higher Language Institute in Damascus University)
Contents
1. Introduction
2. The Importance of the Curriculum
2. 1 Importance of the English Language to Syrian Students
3. Applied Design
3.1 Language Description
3.2 Theories of Learning
4. Basics of Establishing This Curriculum
4.1 Environment Analysis
4.2 Needs Analysis
4.2.1 Sample Background
4.2.2 Collecting Data Tools
4.2.3 Study Procedure
4.2.4 Research Question and Variables
4.2.5 Statistical Procedures in Analyzing the Data
4.2.6 Discussion
4.3 Principles
4.3.1 Goals, Content and Sequencing
4.3.2 Format and Presentation
4.3.3 Monitoring and Assessment
5. Bibliography
6. Appendices
1. Introduction
Speaking is considered the most challenging skill for language students. Thus, the abilities to start and continue conversations with others outside the classroom impose a challenge on students, especially if they reach an acceptable level in the language. Therefore, students in the intermediate level start to feel the urge to produce language orally since they acquire the notion of knowing considerable amount of vocabulary and grammar.
Thus, in order to motivate students gain the fluency that would use their competence, certain techniques must be used. Brown (2001) in this regard recommends that teachers and designers should “use techniques that cover spectrum of learners needs, from language-based focus on accuracy to message-based focus on
Bibliography: Applebee, A. N. (1996). Curriculum as conversation: Transforming traditions of teaching and learning. London: University of Chicago Press. Bleakley, A. (2009). ‘Curriculum as conversation.’ Advances in Health Science Education, 14 (3), 297-301. Brwon, H. D. (2001).Teaching by principles: An interactive approach to language pedagogy. New York: Addison Wesley Longman, Inc. Freire, P. (1970). Pedagogy of the oppressed. London: Writers and Readers Publishing Cooperative. Graves, K. (2000). Designing language courses: a guide for teachers. Boston: Heinle and Heinle. Hutchinson, T. & Waters, A. (1987). English for specific purposes: a learning-centered approach. Cambridge: Cambridge University Press. Krashen, S. D. (1981). Second language acquisition and second language learning. Pergamon. Macalister, J. (2010). Language Curriculum Design. New York: Routledge. Young, C. A. (2004). ‘Conversation as curriculum: Learning to teach English in rural America’. The English Journal, 82.