The document discusses course design and syllabus for English for Specific Purposes. It describes language-centered, skill-centered, and learning-centered approaches to course design. The types and purposes of different syllabi are outlined. A syllabus plays an important role in organizing content and sequencing lessons according to the chosen approach to course design, whether it is language-centered, skill-centered, learning-centered, or learner-centered. Criteria for organizing a syllabus include focusing on key materials, selecting and subdividing topics, and deciding on sequencing.

1. Syllabus and
Course Design
in ESP
NUR NADIEYANA ABDUL RAHMAN
PAMELA MANDY MONOK ANAK ATAR
LEE KUNG YEN
ZUR LAILA KADIR

2. OVERVIEW
• COURSE DESIGN
• SYLLABUS
• QUESTION REGARDING SYLLABUS
• CONCLUSION
• Q/A
10/31/12 Free template from www.brainybetty.com
2

3. COURSE DESIGN
What is a course design?
•interpretation on learning needs data to
produce an integrated series of
teaching- learning experience.
What is the aim of course design?
•Lead learner to a particular state of
knowledge
10/31/12 Free template from www.brainybetty.com
3

4. TYPES OF COURSE DESIGN:
• Language-centered course design
• Skill-centered course design
• Learning-centered approach
10/31/12 Free template from www.brainybetty.com
4

5. Language-Centered
Course Design
Simplest kind
•Drawing connection between analysis
of target situation and the content of
ESP courses
•Seems logical
10/31/12 Free template from www.brainybetty.com
5

6. Language-Centered
Course Design (2)
• Weaknesses :
– Not learner centered approach
– Static and inflexible
– Appears to be systematic
– No acknowledgment to data analysis.
– Only at the surface level of learning
10/31/12 Free template from www.brainybetty.com
6

7. Language-centered approach to course design:
Procedure
10/31/12 Free template from www.brainybetty.com
7

8. Skill-Centered Course
Design
•SCA are founded on two principles
- Theoretical
- Pragmatic
10/31/12 Free template from www.brainybetty.com
8

9. Theoretical Principle:
Iceberg theory
- Underlying any language are skills and
strategies used by learners to produce
or understand discourse
- Thus, SCA will combine the
performance and competence when
presenting its learning objective
10/31/12 Free template from www.brainybetty.com
9

10. • Pragmatic Principle :
Based on goal oriented and process
oriented course ( Widdowson, 1981)
Problem :
- Time : Not enough time to master
intended subject
- Experience : 1st year student
have little
experience
10/31/12 Free template from www.brainybetty.com
10

11. SCA in General :
• SCA is not about achieving set of goals.
• It lets the learners achieve what they can
with own experience and time constraint
• It is a (continuum process) which means
there is no cut of point of success and failure.
• Learner will simultaneously learn and develop
degree of proficiency
10/31/12 Free template from www.brainybetty.com
11

12. SCA: Conclusion
•Take more of learners into account than LCA
•Still take the learner as the user of language
instead of a learner
•Still concern with the process of language use not
of language learning
10/31/12 Free template from www.brainybetty.com
12

13. Skill-centered approach to course design:
Procedure
10/31/12 Free template from www.brainybetty.com
13

14. Comparison of Learner- and Learning-centered approaches
•(Other factors)
10/31/12 Free template from www.brainybetty.com
14

15. LEARNING-CENTRED
APPROACH
• Focuses on students’ learning.
• Determined by the learner.
• Builds on prior knowledge and skills.
10/31/12 Free template from www.brainybetty.com
15

16. Diagram 1 : Learning-centered approach to
course design
Theoretical Analyse Analyse Theoretical
Views of Learning Target views of
Learning Situation Situation language
Identify attitudes/ wants/
potential of learners Identify skills and
knowledge needed
Identify needs/ potential/ to function in the
constraints of learning/ target situation
teaching situation
Write syllabus/ materials
to exploit the potential of
Evaluatio the learning situation in Evaluation
n the acquisition of the skills
and knowledge required
by the target situation

17. 5 practices that need to be changed
to achieve learning-centered
approach (Weimer, 2002) :
The functions of content
The role of the teacher
The responsibility for learning
The processes and purposes of evaluation
The balance of power
10/31/12 Free template from www.brainybetty.com
17

18. SYLLABUS
10/31/12 Free template from www.brainybetty.com
18

19. SYLLABUS: DEFINITION
• An expression of opinion on the
nature of language and learning
• Acts as a guide for teachers and
learners by providing goals to be
attained
10/31/12 Free template from www.brainybetty.com
19

20. TYPES OF SYLLABUS:
• Evaluation syllabus
• Organizational syllabus
• Materials syllabus
• The Teacher syllabus
• The Classroom syllabus
• The Learner syllabus
10/31/12 Free template from www.brainybetty.com
20

21. EVALUATION SYLLABUS
• To put on record the basis on which
success or failure will be evaluated.
• To reflect an official assumption as to
the nature of language and linguistic
performance.
10/31/12 Free template from www.brainybetty.com
21

22. ORGANIZATIONAL
SYLLABUS
• A list of what should be learnt will be
organized
• Factors which depend upon a view of
how people learn will be considered in
order to determine the order of terms.
10/31/12 Free template from www.brainybetty.com
22

23. MATERIALS SYLLABUS
• Additional assumptions about the nature of
language in terms of :
i. Contexts of language
ii. Relative weightings and integration of skills
iii.Number and type of exercises
iv.Degree of recycling or revision will be
decided by the author.
10/31/12 Free template from www.brainybetty.com
23

24. THE TEACHER SYLLABUS
• Teacher influence the clarity, intensity
and frequency of any item, and
thereby affect the image that the
learners receive
10/31/12 Free template from www.brainybetty.com
24

25. THE CLASSROOM
SYLLABUS
• Is a planned lesson done by the
teacher.
• Although it is well planned by the
teacher, it can be affected by all sorts
of unexpected conditions while
conducting the lesson.
10/31/12 Free template from www.brainybetty.com
25

26. THE LEARNER SYLLABUS
• Also known as the internal syllabus.
• The network of knowledge that
develops in the learner’s brain,
enables learner to comprehend and
store the later information.
10/31/12 Free template from www.brainybetty.com
26

27. QUESTIONS REGARDING
SYLLABUS
10/31/12 Free template from www.brainybetty.com
27

28. WHY IS A SYLLABUS
REQUIRED?
10/31/12 Free template from www.brainybetty.com
28

29. Why is a syllabus required?
According to Parkes and Harris(2002);
• As a contract
• As a permanent record
• As a learning tool
10/31/12 Free template from www.brainybetty.com
29

30. Why is a syllabus required? (2)
According to Hutchinson and
Waters(1987);
• Better management of study time,
assessments, and reading materials
• Provides moral support
• Reassures sponsors and students
• Acts as a road maps
10/31/12 Free template from www.brainybetty.com
30

31. Why is a syllabus required? (3)
• Emphasizes the most important
aspect of language
• A set of criteria in selecting and
producing materials
• Assures uniformity
• Basis for evaluating students
10/31/12 Free template from www.brainybetty.com
31

32. ON WHAT CRITERIA
SHOULD A SYLLABUS BE
ORGANIZED?
10/31/12 Free template from www.brainybetty.com
32

33. Criteria of organising syllabus
• Focus
- To identify which and what materials to be
focused on
• Select
- To select materials to be taught
• Subdivide
- To puts things into subtopics
• Sequence
- To decide which comes first and what comes
next
10/31/12 Free template from www.brainybetty.com
33

34. TYPES OF SYLLABUS
• Topic/theme syllabus (e.g. health/pollution)
• Notional/functional syllabus (e.g. notional:
time/space; functional: request/apology)
• A situational syllabus (e.g. classroom/post
office/night market)
• A skill-based syllabus (e.g. negotiation/being
interviewed/interviewing)
• A task-based syllabus (e.g. organizing an
event/writing a report)
• A content-based syllabus (e.g. English for air traffic
control/ english for banking)
10/31/12 Free template from www.brainybetty.com
34

35. WHAT ROLE SHOULD A
SYLLABUS PLAY IN THE
APPROACHES TO
COURSE DESIGN?
10/31/12 Free template from www.brainybetty.com
35

36. Approaches to course design
• A Language-centred approach
• A Skills-centred approach
• A Learning-centred approach
• A Learner-centred approach
10/31/12 Free template from www.brainybetty.com
36

37. A LANGUAGE-CENTRED
APPROACH
- Generates teaching materials
1. analyse target situation
2. write syllabus
3. write/select texts to illustrate items in syllabus
4. write exercises to practise items in syllabus
5. devise tests for assessing knowledge of terms in
syllabus
10/31/12 Free template from www.brainybetty.com
37

38. SKILLS-CENTRED
APPROACH (Holmes, 1981)
- Presents opportunities for students to
practise and evaluate skills and
strategies
1. analyze target needs
2. select interesting and representative texts
3. devise a hierarchy of skills to exploit the
texts
10/31/12 Free template from www.brainybetty.com
38

39. SKILLS-CENTRED APPROACH
(Holmes, 1981) (2)
4. order and adapt the texts as necessary to
enable a focus on the required skills
5. devise activities/techniques to teach those
skills
6. devise a system to assess the acquisition
of the skills
10/31/12 Free template from www.brainybetty.com
39

40. A LEARNING-CENTRED
APPROACH
- Focus on learning process
- instead of a linear approach, divides
the design process into two levels
L1. analysis –
a)actual learning situation,
b)target situation
10/31/12 Free template from www.brainybetty.com
40

41. A LEARNING-CENTRED
APPROACH (2)
L2. generation of :
c) language syllabus based on (a)
d) skills syllabus based on (b)
e) complement results of each analysis
to form new syllabus
10/31/12 Free template from www.brainybetty.com
41

42. A LEARNER-CENTRED
APPROACH
- Focus on the learners
1. identify the purpose of the course
2. develop learner-centered objectives
3. structure course according to objectives -
course outline
4. structure course according to goals - build
lessons
5. calendar
6. support pieces
10/31/12 Free template from www.brainybetty.com
42

43. QUESTIONS AND
ANSWERS
1. What is course design?
2. What is a syllabus?
3. In your opinion, which one is the best
approach in the course design
mentioned previously?
4. Briefly describe the criteria of how a
syllabus should be organized in
general.
10/31/12 Free template from www.brainybetty.com
43

44. Summary
• COURSE DESIGN
• SYLLABUS
• QUESTIONS REGARDING SYLLABUS
• CONCLUSION
• Q/A
10/31/12 Free template from www.brainybetty.com
44