Upload
samia-ch
View
38
Download
0
Tags:
Embed Size (px)
DESCRIPTION
for students who are learning English as 2nd language.
Citation preview
Development of Syllabus
[Pick the date]
Name
Development of ESL Syllabus
Development of ESL Syllabus for Students of a Japanese University
ESL Page 2
Development of ESL Syllabus
Table of ContentsIntroduction......................................................................................................................................4
Phase I: Selection of Good Books for the ESL Syllabus: Evaluating Reading Texts.....................5
Types of ESL Textbooks and Textbook Components.................................................................6
Core Textbooks........................................................................................................................6
Ancillaries................................................................................................................................6
Supplement Textbooks.............................................................................................................6
Grammar Texts.........................................................................................................................6
Content-based Textbooks.........................................................................................................7
Dictionaries..............................................................................................................................7
Textbook Components.............................................................................................................7
Selection Criteria..........................................................................................................................7
Phase II: Creating a Good Syllabus.................................................................................................8
The Place of the Syllabus in Language Teaching........................................................................9
Types of Syllabus.........................................................................................................................9
Structural syllabus..................................................................................................................10
A notional or functional syllabus...........................................................................................10
A situational syllabus.............................................................................................................10
A skill-based syllabus.............................................................................................................10
A task-based syllabus.............................................................................................................10
A content-based syllabus........................................................................................................11
Goals and Objectives.................................................................................................................11
Constraints.................................................................................................................................11
Course description......................................................................................................................11
ESL Page 3
Development of ESL Syllabus
Required textbooks....................................................................................................................12
Grading criteria..........................................................................................................................13
An un-completed grid................................................................................................................13
Phase III: Vocabulary Building.....................................................................................................14
Principles for building vocabulary.............................................................................................15
Vocabulary Activities................................................................................................................15
Vocabulary Activity 1............................................................................................................16
Vocabulary Activity 2............................................................................................................16
Vocabulary Activity 3............................................................................................................16
Vocabulary Activity 4............................................................................................................16
Vocabulary Activity 5............................................................................................................17
The framework of the four strands.............................................................................................17
The meaning-focused input strand.........................................................................................17
The meaning-focused output strand.......................................................................................17
Language-focused learning strand..........................................................................................17
The fluency development strand............................................................................................18
Balancing the Four Strands....................................................................................................18
Conclusion.....................................................................................................................................18
References......................................................................................................................................19
ESL Page 4
Development of ESL Syllabus
Development of ESL Syllabus for Students of a Japanese University
Introduction
Development of the ESL syllabus for Japanese University needs sincere attention and concern.
The paper aims to discuss the different phases of development of the syllabus. There are three
phases of the development of the syllabus:
1. Selection of good books for the syllabus,
2. Creating a good syllabus and
3. Development of a process of improving vocabulary.
The three phases mentioned above will be discussed in three different parts in this paper. The
first part will provide an explanation on how to choose good textbooks for a reading or writing
class in a Japanese university. This explanation will aim to guide the university staffs for
selecting good English learning textbooks for students. A rubric is provided describing different
criteria of selecting good reading textbooks for the university class. The discussion also includes
the importance of different criteria recommended in the rubric and how are they relevant to
teaching reading or writing in relation to the students’ language acquisition.
The second phase of the syllabus development will focus on how to go about preparing to create
the syllabus and how each step would influence the development of the syllabus. Then, using the
same class as the one for the textbook choice, it will provide a polished syllabus, including the
information such as course description, course objectives, required textbooks, grading criteria
ESL Page 5
Development of ESL Syllabus
and a un-completed grid for each class session. The third phase of the syllabus development will
focus on developing a strategy of increasing vocabulary considering that the students of Japanese
university have low ability in this situation and they need higher vocabulary as they are about to
do a difficult exam. Many of the students of the Japanese university have expressed a need for
more vocabulary knowledge to do well on the exam. The strategy discussed here will assist
learners in acquiring the vocabulary knowledge necessary to pass a big English exam. The
strategy of developing vocabulary is described within the framework of the four strands e.g.
meaning focused input, meaning-focused output, language focused learning, and fluency
development (Bitterlin, 2003).
Phase I: Selection of Good Books for the ESL Syllabus: Evaluating Reading Texts
The selection of good books for the ESL syllabus for the students of Japanese university can be
ensured by adapting a well-planned strategy of selecting good books on the basis of evaluation of
the reading texts. The process of selection of good books must ensure that students already know
90 percent vocabulary or higher so that they understand the content of the reading texts and their
importance. The books must have tasks for building vocabulary as the reading and writing skills
cannot be developed without good vocabulary. It must also be ensured that the vocabulary
building tasks are within the framework of the four strands e.g. meaning focused input, meaning-
focused output, language focused learning, and fluency development. The books must also have
adequate tasks for pre-reading, while-reading and post-reading sessions in order to ensure that
the reading text has been grasped by the Japanese students properly (Brown, 1993).
Nation (1993) said that selection of textbooks is very crucial as it is liked by the learners and
they consider it as an essential thing for learning a second language. Books are preferred because
ESL Page 6
Development of ESL Syllabus
it provides a logical progression and consistency of the course and its definite structure helps
teachers in preparing for the course. It helps readers in reviewing and previewing the content and
provides something concrete to them for study.
Types of ESL Textbooks and Textbook Components
Core Textbooks
The core textbooks are different levels meant for pre-beginners to intermediate or advanced
levels integrating reading, writing, speaking and listening skills based on grammar, vocabulary,
and content of the text.
Ancillaries
Ancillaries support the core textbooks with work books, help books for teachers, literacy
workbooks, audio CDs/cassettes, activity books, assessment sheets, CD-ROMs, etc.
Supplement Textbooks
Supplementary textbooks for ESL syllabus are additional books other than core textbooks which
aim to develop Grammar, Vocabulary, pronunciation, and reading, writing, listening and writing
skills of students. Books that can be used alongside a core textbook are called supplemental
texts. At the NCPDC
Grammar Texts
The grammar textbooks are of two types: core books and reference books. Core grammar books
have rules and usage with practice and activity tasks for both speaking and writing skills.
Reference grammar books are used for developing a better concept of the subject and they don’t
have practice or activity tasks.
ESL Page 7
Development of ESL Syllabus
Content-based Textbooks
Content based textbooks refer to textbooks covering specific areas such as social studies,
citizen’s responsibilities, and other relevant issues.
Dictionaries
A wide range of dictionaries is available including picture dictionaries to help ESL students, but
they should be selected carefully and the dictionaries with direct instructions, lesson plans and
activity tasks for ESL students should be preferred. They should have common English words
ranging from 1,000 to 3,000 words.
Textbook Components
The ESL textbooks for Japanese university students must be selected by considering its various
components such as Introduction, Scope and sequence, Units (structures, content, vocabulary,
etc.), practice activities, evaluation or assessment sheets, Grammar appendices, Index, Answer
keys, etc. They might include the scripts of the audio-visual activities also (Knowles, Holton and
Swanson, 2005).
Selection Criteria
The selection of textbooks for ESL students of a Japanese university must be based on the
following criteria:
Whether the book is for beginners or advanced learners
Whether it has learner-oriented content
Whether it has instructions and reference materials for both teachers and students
Whether the instructions incorporate learning skills throughout
ESL Page 8
Development of ESL Syllabus
Whether the instructions incorporate four major skills of ESL learning throughout such as
reading, writing, speaking and listening
Whether the format, design and context of the lessons are according to the principles of
ESL syllabus
Whether the layout, print, artwork, font style and size are appropriate for the effective ESL syllabus
Whether the textbooks and reference books are affordable for the students
The selection of textbooks for ESL students must be made by ensuring that they have relevant
content and are up to date. They focus on cultural and linguistic diversity of students with clear
and appropriate content supported by graphics and visuals having clear voice and sound quality.
It must address a wide range of learning styles with exercises, activity sheets, assessment sheets,
etc. and above all it must integrate speaking, listening, reading and writing skills. It also must
incorporate life skills, receptive skills, learning styles like aural, oral, visual and kinesthetic,
thinking skills, problem solving skills, group activities, practice exercises, vocabulary building
exercises and activities, reading exercises including pre-read, read, post-read activities, writing
exercises, assessment and self-evaluation formats, final test series, etc. (Parrish, 2004).
Phase II: Creating a Good Syllabus
After selecting good books for the syllabus, the next important activity of the syllabus is a
creation of the syllabus for the students of the same class of the Japanese university for whom
the books have been selected. The creation or designing of an effective and efficient ESL
syllabus for students of a Japanese university must be done by determining the desired learning
outcomes of the course. Without determining the goals and objectives of the course it is difficult
ESL Page 9
Development of ESL Syllabus
to design an effective course. Another important factor in designing the ESL syllabus for
students of Japanese universities, is considering the constraints of both the teachers and the
students and English is a second language for both of them. The syllabus must be designed by
evaluating available the instructional resources available. The syllabuses are of various types and
it must be analysed properly that which syllabus type (s) would be most effective and usable for
this particular teaching situation and whether one syllabus type is enough of there should be an
integration of two or more syllabus types. If syllabus types are integrated, it must be done in a
fixed and required proportion. Finally, the syllabus should be divided or translated into actual
teaching units and the paper includes the actual syllabus on a grid paper. The steps mentioned
above are crucial for preparing to create the syllabus and they influence the development of the
syllabus significantly. The above mentioned steps of syllabus development are discussed in
detail in the following paragraphs (Krahnke and Christison, 1983).
The Place of the Syllabus in Language Teaching
The teachers of ESL are more concerned about the methodology of teaching than the design of
the syllabus. There are three types of syllabus for ESL – the structural syllabus, the situational
syllabus and the notional or functional syllabus. There can be six different types of syllabus for
ESL students of a Japanese university. It is irrelevant to discuss the difference between
curriculum and syllabus, but syllabus is a part of the curriculum being more concrete and specific
and a curriculum may include different syllabi (Brown, 2007).
Types of Syllabus
Primarily there are six types of ESL syllabus which are described below;
ESL Page 10
Development of ESL Syllabus
Structural syllabus
A structural syllabus is also called a formal syllabus which includes grammatical structures and
forms of teaching ESL. These structures include structures of nouns, pronouns, verbs, adverbs,
adjectives, questions, statements, simple, compound and complex sentences, coordinate and
subordinate clauses, different tenses, etc. Sometimes structural syllabus also includes
morphology or pronunciation.
A notional or functional syllabus
A notional or functional syllabus refers to the content based on functions or notions for teaching
English as a second language. These functions or notions are used in expressions of the language
being learnt and functions include requesting, informing, promising, agreeing, apologizing, etc.
while notions include time, size, colour, age, comparison, etc.
A situational syllabus
A situational syllabus is based on imaginary or real situations which are used for teaching
English as a second language. This syllabus is activity specific involving two or more
participants.
A skill-based syllabus
A skill-based syllabus refers to developing linguistic skills of the ESL students and the linguistic
skills include grammar, vocabulary, pronunciation, sociolinguistic skills, etc.
A task-based syllabus
A task-based syllabus is different from a content-based syllabus and is based on a number of
tasks with specific objectives of teaching ESL.
ESL Page 11
Development of ESL Syllabus
A content-based syllabus
A content-based syllabus does not focus on the language but on the content and the language
used for teaching content is English which helps students in learning ESL.
Goals and Objectives
The ESL syllabus for the students of Japanese university must be set with clear goals and
objectives which are to enable them to read, write, speak and listen to English. English is spoken
and understood in almost the entire world and Japanese students must have communication skills
in English.
Constraints
Both Japanese students and teachers have their own constraints in English language as their own
language, Japanese, is entirely different from English in all respects and neither the teachers nor
the students have exposure to English language. They also have minimum chances of any
interaction in the English language which further limits the possibility of learning it fast.
Course description
The course must contain the basic topics which are important for Japanese students to learn
reading, writing, speaking and understanding English. These topics include This and That,
Singular present tense, My and Your, Simple past, Be, Present tense, Negative questions, Subject
pronouns, Going to future, Predicate adjectives, Could as possibility, Subject pronouns, Plural
Adjectives of comparison - -er, -est, Possessive adjectives, Two-word verbs, Demonstrative
pronouns, Could – past of can, Imperatives, Infinitives, Negative of be, Tag questions, Indirect
object position, Count, Non-count, Will future, Present continuous, Would like, Would rather,
Possessive pronouns, Must, must not, Past of be, Past continuous, Simple present, Embedded Wh
ESL Page 12
Development of ESL Syllabus
clauses – relative clauses, May, May not, Reflexives, Can, can’t -ly adverbs, Simple present,
Negative Should, Count and mass nouns, If + real condition, Frequency adverbs, Questions -
yes/no, Wh-questions, Negative questions, Tag questions, Singular and plural, Subject-verb
agreement, Pronoun agreement, Some singular, Plural usages of nouns – irregular, Noun plurals,
Count and non- count nouns, etc., Verb tenses, Irregular verbs and spelling, An overview of
English verb tenses – simple, progressive, perfect, etc., Using verb tenses – simple present,
present progressive, etc., The passive, Modal auxiliaries, Gerunds and infinitives, Adjective
clauses, Noun clauses, Conjunctions, Adverb clauses and related structures, time, cause, and
effect, Opposition and condition, Comparison, Conditional sentences, Gerunds and infinitives
(advanced), etc.
Required textbooks
On the basis of the above discussion the books which can be recommended for ESL syllabus for
students of a Japanese university are:
English Fast & Easy by Marianna Pascal
English Grammar in Use with Answers: Reference and Practice for Intermediate Students
by Raymond Murphy
Teaching English To Children In Asia by David Paul
The Practice of English Language Teaching by Jeremy Harmer
Learning Another Language Through Actions by James J. Asher
Reading English News on the Internet: A Guide to Connectors, Verbs, Expressions, and
Vocabulary for the ESL Student by David Petersen (Goodreads Author)
Compelling American Conversations by Eric H. Roth
ESL Page 13
Development of ESL Syllabus
The Classroom and the Language Learner: Ethnography and Second Language
Classroom Research by Leo Van Lier
Grammar Practice Activities: A Practical Guide for Teachers by Penny Ur
Reading English News on the Internet: A Guide to Connectors, Verbs, Expressions, and
Vocabulary for the Japanese ESL Student by David Petersen (Goodreads Author)
Teaching English Abroad, 8th by Susan Griffith
Business One:One Intermediate Teacher's Book by Rachel Appleby
Intermediate Communication Games by Jill Hadfield
Teaching English One To One by Jane Downman
Business One:One Advanced Student's Book by Rachel Appleby
Really Learn 100 Phrasal Verbs For Business by Dilys Parkinson
Test It, Fix It Business Grammar by Kenna Bourke
Business One:One Intermediate Student's Book by Rachel Appleby
Grading criteria
The grading criteria is very important to ensure the communication skills in ESL of the students
of a Japanese university and it must ensure that there is a balanced development in all the four
skills of English communication which include reading, writing, speaking and listening where
listening skill refers to ability of the student in understanding what he/she listens to. The tests
and assessments should be made on the basis of the performance of the students for all these
skills (Nation, 1989).
An un-completed grid
Class
Date Topic Readings Assignments
ESL Page 14
Development of ESL Syllabus
1 1/8
2 1/15 3 1/22 4 1/29 5 2/5
2/12 Holiday 6 2/19 7 2/23 8 2/26 9 3/5 10 3/12 11 3/19 12 3/26 13 4/2
4/9 Holiday 14 4/16
Mon.4/22
Phase III: Vocabulary Building
The last phase of the development of the ESL syllabus for students of a Japanese university is
vocabulary building or vocabulary development. The vocabulary building for the Japanese
student is very crucial as they don’t possess a good vocabulary and without good vocabulary it is
difficult to master any language. Another factor, which requires good vocabulary is that they are
about to do a difficult exam for which they need a good vocabulary. Most of the students have
expressed their concern for better vocabulary knowledge so that they can do well on the exam.
This phase of the syllabus development aims to assist learners in acquiring the vocabulary
knowledge necessary to pass the big English exam which will be done within the framework of
the four strands e.g., meaning-focused input, meaning focused output, language focused learning,
and fluency development including examples of specific activities (Brown, 2007).
ESL Page 15
Development of ESL Syllabus
Principles for building vocabulary
For a student of Japanese university, it is enough if he/she knows about 2,000 general academic
high frequency words. They should be taught phrases, and learning both implicit and explicit
words to develop their capacity. They should learn new words by seeing its form and listening its
pronunciation clearly and then speaking the word aloud. They must be encouraged to elaborate
word knowledge and develop word fluency. While reading a text if they come across a new word
they should be encouraged the guess the meaning of the word from the context and after that
consult a dictionary to find the actual meaning of the word. The use of dictionary will enhance
the vocabulary of the students tremendously. It is also very important to diagnose vocabulary of
the students individually so that specific attention can be given to develop their strengths
individually. They must be given regular vocabulary level tests in order to find the kind of
vocabulary they possess and what can be done to develop an adequate level of vocabulary. Since,
most of the students of a Japanese university have a vague idea about English words which might
work in multiple-choice tests, but they never used those words in their communication and they
hardly have any idea about how to use those words. This problem can be solved by encouraging
students to elaborate their word knowledge which can be done by giving them a writing
assignment with a list of words that they have to compulsorily use in the given assignment.
Another way of enhancing vocabulary is engaging Japanese students in vocabulary activities
(Kathleen, 2009).
Vocabulary Activities
Vocabulary activities can be a more practical and entertaining way of enhancing vocabulary and
the vocabulary activity should be designed in a manner that they are cognized, deep and
ESL Page 16
Development of ESL Syllabus
elaborate for enabling clear understanding and use of the word. The vocabulary activity with an
objective of acquiring new words must have following features:
It should promote noticing
It should be engaging and interesting
It should build a bridge between learner's schema and the new words
It should target specific words meant to be taught
It should promote repetition of form and meaning.
It should encourage a high degree of productive or receptive generation.
Vocabulary Activity 1
This activity encourages students to read a text and guess the meanings of specific words and
then marks are given for correct guesses. Sometimes, they are given options to use the words in
‘fill in the blanks’ type exercises.
Vocabulary Activity 2
In this activity students are given a passage to read and categorize selected words in different
groups and name the group and finally they are encouraged to discuss their action with another
student.
Vocabulary Activity 3
This activity encourages students to guess the correct use of the given word in different
sentences. The given word is used in different sentences in which only one sentence is correct.
They are also encouraged to discuss their solutions with other students.
ESL Page 17
Development of ESL Syllabus
Vocabulary Activity 4
In this activity students are encouraged to guess the relation between underlined words and
discuss the outcome with other students.
Vocabulary Activity 5
In this activity, students are encouraged to find similar words in a given text. They are given few
words and search for similar words in the given passage.
The framework of the four strands
The vocabulary building is enhanced within the framework of the four strands e.g., meaning-
focused input, meaning focused output, language focused learning, and fluency development.
These four strands are meant to develop skills of communication i.e. reading, writing, speaking
and listening (Nation and Wang, 1999).
The meaning-focused input strand
The meaning focused input refers to learning English through reading and listening. This
involves reading newspapers, books, magazines and watching English movies, serials, news and
other programs in English. The fundamental principle behind learning is that everybody learns a
new language by listening only. A newly born child learns a new language by listening and the
child starts speaking the language without knowing how to write the language (Krashen, 1985).
The meaning-focused output strand
The meaning-focused output strand refers to learning a new language through speaking and
writing. The learning is achieved by conversations, delivering speeches or lectures, writing
letters or notes to someone, maintaining the habit of diary writing, narrating a story and giving
instructions to someone for doing something (Krahnke and Christison, 1983).
ESL Page 18
Development of ESL Syllabus
Language-focused learning strand
Language-focused learning strand is known by different names such as intentional learning,
learning as opposed to acquisition, form focused instruction or focus on form, deliberate teaching
and deliberate study, etc. It is called deliberate learning of language because it focuses on special
features of the language such as vocabulary, pronunciation, discourse, spelling, and grammar
(Krashen, 1985).
The fluency development strand
The fluency development strand refers to the development of all skills of communication making
fluent in Listening, Speaking, Reading and Writing. This strand encourages students to use what
they know. The learners use their skills for receiving and conveying messages through activities
like speed reading, repeated reading, scanning, skimming, repeated retelling, listening and
writing, etc. (Nation, 2000).
Balancing the Four Strands
Every course must maintain a balance of all these four strands for developing productive and
receptive skills. These all strands require equivalent time and effort and have equivalent benefits.
Hence, a balance between them must be ensured by the instructor by giving 25% of time to all of
them.
Conclusion
The development of ESL syllabus for students of a Japanese university needs to focus on three
key issues such as selection of good books for the syllabus, creating an effective ESL syllabus
and development of a process of improving vocabulary. These are crucial decisions which must
be taken considering various factors like constraints of Japanese students and teachers, goals and
ESL Page 19
Development of ESL Syllabus
objectives of the syllabus, learning and practice exercises and vocabulary building exercises.
Vocabulary is an integral part of any language and it is impossible to master a language without
good vocabulary, hence, the syllabus must emphasize on vocabulary building within four
strands.
References
Bitterlin, G. (2003) TESOL Standards for Adult Education ESL Programs. TESOL: Alexandria,
Virginia
Brown, H.D. (1993) Requirements for methods. Journal of Intensive English Studies 7, 1 12.
Brown, H. D. (2007). Teaching by principles: An interactive approach to language pedagogy
(3rd ed.). Englewood Cliffs, NJ: Prentice Hall Regents.
Knowles, Holton and Swanson (2005) The Adult Learner. Elsevier Publishers: Burlington,
Maine
Kathleen S. W. (2009) How to Choose a Good ESL Textbook, For Adult Education and Family
Literacy Learners, Northern Colorado Professional Development Center, 303 772-1845
Krahnke, K.J. and Christison, M.A. (1983) Recent language research and some language
teaching principles. TESOL Quarterly 17 (4), 625 649.
Krashen, S. (1985) The Input Hypothesis: Issues and Implications . London: Longman.
Nation, I.S.P. (1989) Improving speaking fluency. System 17 (3), 377 384.
ESL Page 20
Development of ESL Syllabus
Nation, I.S.P. (1993) Sixteen principles of language teaching. In L. Bauer and C. Franzen (eds)
Of Pavlova, Poetry and Paradigms: Essays in Honour of Harry Orsman (pp.209 224).
Wellington: Victoria University Press.
Nation, I.S.P. (2001) Learning Vocabulary in Another Language. Cambridge: Cambridge
University Press.
Nation, I.S.P. (2000) Teaching Vocabulary: Strategies and Techniques . Heinle Thomson.
Nation, P. and Wang, K. (1999) Graded readers and vocabulary. Reading in a Foreign Language
12 (2), 355 380.
Parrish, B. (2004) Teaching Adult ESL A Practical Introduction, McGraw Hill: New York, NY
ESL Page 21
Development of ESL Syllabus
ESL Page 22