Syllabus Design: It can be defined as a process or looking, `assessing and deciding about the content of the course and how it will be taught. In language learning, it plays very important role as it focuses on what type of content is going to explore by learners and in which way they are going to learn. The choice of syllabus design for language teaching should be based on the objectives and goals of the learners according to the level of the students.
Elements to consider for designing syllabus
A well-designed syllabus needs correct targets and goals. There are few steps of designing syllabus which are given below;
1. Need Assessment: The first step in designing the syllabus is needed assessment. It has got two types, objective needs, and subjective needs. Objective needs require the use of the language in real-life communication and moreover to see current proficiency level. Subjective needs are cognitive and affective needs. We should design a syllabus according to the subjective needs of our learners like based on personality, confidence, attitudes, expectations about learning of English.
2. Determining goals and objectives: The second most key factor in the process of designing the syllabus is determining your goal and objective, what is goal to make learners learn about the certain courses, and what is a subject matter that students are going to explore. The goal can overall destination of the course. It also requires thinking about the outcomes and results of the course. Objectives are considered as a specific way in which goals will be achieved. It is about specific ways through which goal will be achieved. Further states that how students will explore the goal. Together we can say that it is about what will be taught and how it will be taught.
3. Conceptualizing context: To design sustainable syllabus, we must keep this thing in mind. Whatever the content will be given to learners, it should be conceptualize based on their daily life. So, the student does make sense to it. In this part, teacher must select a type of syllabus that can fulfill the demands of course. There are diverse types of syllabus including structural, national, functional, situational, a skill- based, a task-based, a content-based, negotiated syllabus. Choose a kind of syllabus which is most suitable for the course.
4. Selecting and developing material and activities: It is about giving structure and sequence to contact and activities. Two principles are here on is building and another is recycling. Building means going from simple to complex for example before writing an essay, learn to write paragraph and recycling refers to getting previous material or content into new ways. For example, students having the same activity with new classmate.
5. Evaluation: In this stage as an ESL teacher you must evaluate that have your student learned what you taught? It concerns with how you will assess the effectiveness of course. Either the goals and targets are achieved or not. By giving the quiz and test we can evaluate their performances, to check is the course proved to be effective or not.
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Consideration of resources and constraints: It refers to class-size, material, technology, time, and language policies. Here you must look at what kind of material will be used during the course, what kind of technologies you are going to use. For example, the audio/visual system of language learning.
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