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Lecture 14 - Syllabus - Assment

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0% found this document useful (0 votes)
30 views18 pages

Lecture 14 - Syllabus - Assment

Uploaded by

sadia khan
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Relationship between theory of language

language learning and language syllabuses

Dichotomies of Syllabuses
Product vs. Process-oriented syllabuses
Analytical Synthetic syllabuses
assessment Strategies

Lecture: 13 BS7th
Instructor: Ubaid Course:(Applied linguistics)
English Department IUB BWN campus
language syllabuses
• Definition of language syllabuses: These are structured
plans or frameworks used in language teaching and
learning to guide the sequencing of linguistic content,
skills development, and assessment.
• Explanation of the relationship: Theories of language
and language learning greatly influence the design and
implementation of language syllabuses. For instance, a
behaviorist theory might inform a syllabus that heavily
emphasizes repetition and reinforcement, while a
socio-cultural theory might lead to a syllabus that
prioritizes collaborative learning activities.
Theory of Language

• Behaviorism: This theory suggests that


language is learned through conditioning and
reinforcement.
• An example of its influence on syllabus design
would be drills and exercises that focus on
repetition and positive reinforcement.
Cognitivism- Constructivism- Socio-cultural Theory

• Cognitivism: Focuses on mental processes like memory, problem-


solving, and attention. Syllabuses influenced by this theory might
include activities that engage learners' cognitive abilities, such as
problem-solving tasks or critical thinking exercises.
• Constructivism: Posits that learners actively construct their
understanding of language through experiences and interactions.
Syllabuses based on this theory might incorporate project-based
learning or inquiry-based activities.
• Socio-cultural Theory: Emphasizes the role of social interaction and
cultural context in language learning. Syllabuses influenced by this
theory might include collaborative tasks, discussions, and cultural
immersion activities.
Language Learning

• Nativist Theory: Suggests that humans are biologically


predisposed to acquire language and that language
acquisition occurs innately. Syllabuses informed by this
theory might focus on providing exposure to rich linguistic
input and creating a language-rich environment.
• Interactionist Theory: Emphasizes the importance of social
interaction and communication in language learning.
Syllabuses influenced by this theory might include pair or
group work, role-plays, and communicative tasks.
• Cognitive Theory: Focuses on mental processes such as
memory, attention, and problem-solving in language
learning. Syllabuses based on this theory might include
activities that stimulate cognitive processes, such as
mnemonic techniques or cognitive strategies training.
Connection to Language Syllabuses

• Theoretical frameworks such as behaviorism,


cognitivism, constructivism, and socio-cultural theory
inform various aspects of syllabus design, including:
• Selection of teaching methods:
 Direct instruction, guided discovery, experiential learning,
etc.
 Choice of materials: Textbooks, authentic materials,
multimedia resources, etc.
• Assessment strategies: Formative assessment,
summative assessment, performance-based
assessment, etc.
Assessment strategies
• 1. Formative Assessment:
• Definition: Formative assessment is a type of assessment that takes place
during the learning process to provide feedback and guide further
learning.
• Example: In a language class, a teacher might use formative assessment
by giving students a short quiz or asking them questions throughout the
lesson to gauge their understanding. The teacher then provides immediate
feedback to help students improve their language skills.

• 2. Summative Assessment:
• Definition: Summative assessment is a type of assessment that takes
place at the end of a learning period to evaluate a student's overall
comprehension and mastery of the material.
• Example: At the end of a language course, students might take a final
exam that covers all the topics and skills they have learned throughout the
semester. The results of this exam provide a summary or "summing up" of
their language proficiency.

Assessment strategies
• 3. Performance-Based Assessment:
• - Definition: Performance-based assessment is a type
of assessment that evaluates a student's ability to
apply knowledge and skills in real-world contexts or
tasks.
• - Example: In a language class, students might be
asked to give a presentation, engage in a role-play
conversation, or complete a project that demonstrates
their language proficiency in authentic situations. Their
performance in these tasks serves as the basis for
assessment.

Assessment strategies
• 4. Direct Assessment:
• - Definition: Direct assessment involves
evaluating a student's performance or
achievement based on observable and
measurable evidence.
• - Example: In a language class, direct
assessment might involve listening to students
speak in the target language and assessing their
pronunciation, fluency, and accuracy. This
assessment is based on direct observation of the
students' language use.
Assessment strategies
• 5. Indirect Assessment:
• - Definition: Indirect assessment involves evaluating a
student's performance or achievement based on
factors other than direct observation, such as self-
assessment, peer evaluation, or standardized tests.
• Example: In a language class, indirect assessment
might involve students completing a self-assessment
questionnaire to reflect on their language skills and
progress. It could also involve using standardized
language proficiency tests, like the TOEFL or IELTS, to
assess students' overall language abilities.
Dichotomies of Syllabuses

• Structural vs. Functional Syllabuses: Structural syllabuses


focus on grammatical structures and linguistic forms, while
functional syllabuses prioritize language functions and
communicative purposes.
• Grammar-based vs. Communicative Syllabuses: Grammar-
based syllabuses emphasize the teaching of grammatical
rules and structures, whereas communicative syllabuses
prioritize the development of communicative competence
and language use in real-life contexts.
• Form-focused vs. Meaning-focused Approaches: Form-
focused approaches emphasize accuracy in language use,
while meaning-focused approaches prioritize
communication and comprehension, even at the expense
of accuracy.
Product-Oriented Syllabuses
• Product-oriented syllabuses focus on the end
goals or outcomes of language learning, such
as proficiency in grammar, vocabulary, or
pronunciation.
• Example: A syllabus designed to prepare
students for a standardized language
proficiency test, like the TOEFL or IELTS, would
typically be product-oriented, with a focus on
achieving specific score benchmarks.
Process-Oriented Syllabuses

• Process-oriented syllabuses focus on the learning


process rather than the final outcomes. They
emphasize the development of learners' language
skills through authentic communication and
meaningful interaction.
• Example: A syllabus based on task-based
language teaching (TBLT) would be process-
oriented, as it prioritizes the completion of
meaningful tasks and activities over the mastery
of specific language forms.
Analytical Syllabuses
• Analytical syllabuses break down language
components into sequential units, typically
focusing on teaching phonology, morphology,
syntax, and other linguistic elements in a
systematic manner.
• Example: A syllabus designed for beginners
might start with basic phonetic exercises,
followed by lessons on simple sentence
structure and vocabulary building activities.
Synthetic Syllabuses
• Synthetic syllabuses integrate language
components into larger units or tasks, focusing on
teaching language in context and promoting
communicative competence.
• Example: A syllabus based on a thematic or
content-based approach might organize language
learning around topics such as "travel" or
"health," with lessons integrating vocabulary,
grammar, and speaking skills within these
thematic units.
Integration of Approaches

• Effective syllabus design often involves


integrating different approaches and syllabus
types to meet the diverse needs of learners.
• Example: A blended syllabus might combine
elements of product-oriented and process-
oriented approaches, incorporating both
grammar instruction and communicative
activities to provide a well-rounded language
learning experience.

Conclusion

• Summarizes the key points discussed in the


presentation, emphasizing the importance of
understanding theoretical frameworks in syllabus
design and the need for flexibility and
adaptability in meeting learners' needs.
• In conclusion, understanding the
interconnectedness between theories of
language, language learning processes, and the
design of language syllabuses is crucial for
effective language teaching and learning.
Conclusion
• Theoretical frameworks such as behaviorism, cognitivism,
constructivism, and socio-cultural theory inform various
aspects of syllabus design, from the selection of teaching
methods and materials to assessment strategies.
Additionally, dichotomies in syllabus design, such as
product-oriented vs. process-oriented approaches, and
analytical vs. synthetic approaches, highlight the
importance of flexibility and adaptability in meeting diverse
learner needs. Incorporating a balance of approaches and
assessment methods, including formative, summative, and
performance-based assessments, ensures a comprehensive
and dynamic language learning experience that fosters
meaningful language acquisition and proficiency.

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