Читать книгу Research-driven Curriculum Design - Ali Yildirim - Страница 5

1. Introduction

2. Review of Literature

2.1 Conceptual Background: Theoretical Influence on the Basis of Language Curriculum

2.1.1 Acquisition-learning distinction

2.1.2 Comprehensible input

2.1.3 Affective filter

2.1.4 Competence and performance in language

2.1.5 Nature of linguistic communication

2.2 Design and Procedural Background: Communicative Curriculum in Theory and Practice

2.2.1 Nature of language

2.2.2 Nature of language learning

2.2.3 Nature of educational-cultural philosophy

2.3 Research-wise Background: Studies in relation to English Speaking Skills

2.4 Authentic Materials and Communicative Competence

3. Needs Assessment

3.1 A Snapshot of the Needs Assessment

3.1.1 Who Were Involved in the Needs Assessment?

3.1.2 What Types of Information Was Gathered? (Present Situation Analysis and Target Situation Analyses)

3.1.3 How Was This Information Gathered?

3.2 Needs Assessment Plan for the Further Speaking Course

3.2.1 Data collection procedures

3.2.2 Data analysis procedures

3.2.3 Results of the needs assessment

3.3 Reflections from the Needs Assessment to Use in the Design of the Further Speaking Skills Curriculum

4. Curriculum Design

4.1 Description and Components of the Curriculum Design Model Used

4.2 Application of the Model to the Further Speaking Course

4.2.1 Articulating beliefs

4.2.2 Defining the context and needs assessment

4.2.3 Formulating goals and rationale

4.2.4 Conceptualizing content and course grid

4.2.5 Organizing the course and course syllabus

4.2.6 Refined course goals and intended learning outcomes

4.2.7 Instructional planning and an instructional plan for the FSC

4.2.8 Methods (teaching) strategies

4.2.9 Planning Evaluation and an Evaluation Plan for the FSC

5. Unit and Lesson Plan

5.1 Unit Plan

5.1.1 Rationale

5.1.2 Introduction

5.1.3 Sequence

5.1.4 Instructional foci

5.1.5 ILOs

5.1.6 General teaching strategies

5.1.7 Unintended learning outcomes

5.1.8 Evaluation

5.2 Lesson Plan

6. Field Testing of the Unit Plan

7. Discussion

7.1 Comments on the Process and Design

7.2 Suggestions for Further Course Design Work

References

Appendices

Appendix A

Appendix B

Appendix C

Appendix D

Appendix E

Appendix F

Appendix G

Appendix H

Appendix I

Appendix J

Index