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A powerpoint presentation based on Chapter 6 of "Course Design" by Fraida Dubin & Elite Olshtain
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FOCUSING ON
LANGUAGE
CONTENT IN A
COMMUNICATIVE
SYLLABUS
WAHYU UTAMI2010 1250 0440
SURYONO2010 1250 1260
Discrete and holistic views: the horns
of a dilemma
Integrating notional and functional meaning with
grammar thematic content and lexis
Teachers need to do the following :
Present lingustic forms
systematically
use communicative context
use a variety of text – types
what is needed for course development is to combine forms,
notions, functions, lexis and language skills.
DEVELOPING
INVENTORIES
NOTIONS AND GRAMMAR
THEMES AND TOPICS
SOCIOCULTURAL FUNCTIONS
A. All the grammatical topics to be taught during
the course, organized in a sequence suitable
for systematic learning and for
generalizations that can be developed along
the way;
B. A list of notional categories to be taught
during the course.
A. To provide appropriate cultural
contextualization for the language
material in the syllabus.
B. To motivate interest by using topics
that are relevant and appealing to a
particular group of learners.
The typical situations in which each speech act is
used by native speakers.
The extent to which the speech act changes in
form or selection of the particular utterance
according to the participants taking part.
The most frequent utterances that native speakers
use to carry out this speech act in formal and
informal settings.
The goal is to create course plans which will consist of a theme, a list of notions and grammatical structures, and a selection of functions.
Lexis is derived in part from the notional-grammatical inventory; time expressions; prepositions; verbs that fit the patterns.
Lexis has failed to receive enough attention either in older grammatical syllabuses or in more recent communicative approaches.
Designers are able to choose new lexical items which draw on the selected theme.
Planners need to work with maps of language content which are compatible with the chronological constraints of the instructional setting, so grammars which segment language into discrete elements
have great appeal.
• It has gained prominence through the influence of a humanistically
oriented philosophy.
• The unit of analysis of language itself has come to be viewed by linguistic scholars and those in related disciplines not as single sentences, but rather so longer spans of language or discourse.
Second & foreign language instruction has ;to a great extentincorporated the discrete element view of languageparticularly in audiolingual and cognitive – code approaches
Human languages differ in the
manner in which forms
represent functions.
Forms and functions in
language are manisfestations
of the discrete vs. holistic
dilemma as it appears in the
domain of language content.
Fluency, has been associated with
communicating one’s idea, getting the
meaning across, or in the terms of the
dichotomy, using language either
holistically or comprehensively.
Accuracy processes are concerned with
those aspects of language content that are
conducive to analysis through dissection.
Those who stress knowing
the formal properties of
language as a proper
outcome for learners in a
language course, and
‘activists’ those who stress
using language actively.
Various sequential plans have been proposed for
course design :
A holistic approach
A more structural / notional approach
The early phrase of the course is structural
The course follows a thematic, communicative
tone, similar a language arts course.
Other suggestions have been made for the
utilization of language content based on analyses
that are less tied to discreteness since they draw on
systemic characteristic
An approach to the study of
human language might
provide course designers a
framework which brings a
synthesis of discrete and
holistic view.
“FOCUSING ON
LANGUAGE
CONTENT IN A
COMMUNICATIVE
SYLLABUS “
(this presentation is an excerpt of chapter 6 of course design” by Fraida Dubin & Elite Olshtain)
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