Module 17 Course Design

What’s Inside Approaches to course design Parameters of course design Balancing parameters Case studies

Approaches to course design Language-centered course design Skills-centered course design A learning-centered approach

Language-centered course design Select theoretical views of language Identify learner’s target situation Identify linguistic features of target situation Create Syllabus Design materials to exemplify syllabus items Establish evaluation procedures tp test acquisition of syllabus items

Skills-centered course design Theoretical views of language Establish evaluation procedures which require the use skills/strategies in syllabus Select texts and write exercises to focus on skills/strategies in syllabus Analyse skills/ strategies required to cope in target situation Identify Target situation Write Syllabus Theoretical views of learning

A learning-centered approach Identify target situation A Language-centered approach considers the learner to here Analyse target situation A skilled-centered approach Analyse learning situation considers the learner to here Write Syllabus Write Materials Teach Materials Evaluate learner achievement A Learning-centered approach Must consider the learner at every stage

Parameters of course design Intensive or extensive Assessed or non-assessed Immediate or delayed needs Provider or facilitator of activities Broad or narrow focus

Pre-study or pre-experience or run parallel with that study or experience. Common-core or specific Homogenous or heterogeneous Worked out by the language teacher or be subject to a process of negotiation with the learners

Module 18 Course Design

What’s Inside Approaches to course design Parameters of course design Balancing parameters Case studies

Balancing the parameters: In planning a course, ESP teachers should first be aware of the options and of the limitations arising from institutional and learner expectations

Therefore, it is generally important that the ESP teacher has a good deal of experience in both teaching, and materials provision and writing. It is also important to have a range of materials available.

Case study 1: Residential intensive non-assessed EOP Course – GEC Management College, Dunchurch

Case study 2: An extensive, repeated assessed EAP course for students at the Jordanian University of science and technology (JUST), Irbid, Jordan

Case study 3 Extensive EAP specific course for students studying international banking and finance at MBA level, University of Birmingham (non-assessed)

Case study 4: An intensive one-off EOP course for research scientists, India

Module 19 Course Design

What’s Inside Approaches to course design Parameters of course design Balancing parameters Case studies

Balancing the parameters: In planning a course, ESP teachers should first be aware of the options and of the limitations arising from institutional and learner expectations

Therefore, it is generally important that the ESP teacher has a good deal of experience in both teaching, and materials provision and writing. It is also important to have a range of materials available.

Case study 1: Residential intensive non-assessed EOP Course – GEC Management College, Dunchurch

Case study 2: An extensive, repeated assessed EAP course for students at the Jordanian University of science and technology (JUST), Irbid, Jordan

Case study 3 Extensive EAP specific course for students studying international banking and finance at MBA level, University of Birmingham (non-assessed)

Case study 4: An intensive one-off EOP course for research scientists, India