ENG519 Subjective Notes by Barbie

ENG519 Mid-Term Current Papers Solution

Groups

1. Define Syllabus Design.

Syllabus design is the process of developing a syllabus. A syllabus is seen as a specification of the content of a course of instruction and lists all possible teaching content. Thus, the syllabus for a speaking course might specify:

•  The kinds of oral skills that will be taught and practiced during the course
•  The functions
•  Topics or other aspects of conversation that will be taught, and the order in which they will appear in the course

2. Define Curriculum design.

Curriculum development is a more comprehensive process than syllabus design. It includes the processes that are used to determine the needs of a group of learners, to develop aims or objectives for a program, to address the needs, to determine an appropriate syllabus, course structure, teaching methods, and materials, and finally, to carry out an evaluation of the language program that results from these processes.

3. Write Early Teaching Methods:

The following chronology illustrates with dates the periods of greatest dominance:

•  Grammar Translation Method (1800-1900)
•  Direct Method (1890-1930)
•  Structural Method (1930-1960)
•  Reading Method (1920-1950)
•  Audiolingual Method (1950-1970)
•  Situational Method (1950-1970)
•  Communicative Approach (1970-present)

What is Simplicity and centrality principle for designing grammatical syllabus?

Simplicity and centrality: This recommends choosing structures that are simple and more central to the basic structure of the language than those that are complex and peripheral. By these criteria, the following would occur in an introductory-level English course:

•  The train arrived. (Subject Verb)
•  She is a journalist. (Subject Verb Complement)

What is PPP method?

A sequence of classroom activities that went from Presentation, to controlled Practice, to freer Production (the PPP method).

What is the goal of English for ESP?

In contrast to students learning English for general purposes for whom mastery of the language for its own sake or in order to pass a general examination is the primary goal, the ESP student is usually studying English in order to carry out a particular role such as that of a foreign student in an English-medium university, a flight attendant, a mechanic, or a doctor. Jupp and Hodlin (1975) describe the traditional pre-ESP response to this situation in the 1950s citing the example of a country that needs to teach foreign languages to key personnel dealing with trade or foreign business. Trainees are released for four hours daily for a year. Two language laboratories are equipped with materials and the trainees follow a state-of-theart audiovisual course in spoken colloquial English‖ based on selection and gradation by structural criteria with some additional situational language. However, the course takes no account of functional communicative needs or the-learner‘s own immediate situation. The English setting is largely a matter of an English family and some English surroundings; there is certainly no attempt to teach the English ‗rules of use‘ in terms of situations and relationships. The concept of ‗spoken colloquial English‘ is one largely based upon a structural description of written English and without reference to functional uses and roles (Jupp and Hodlin 1975).

Difference between Register Analysis and Discourse Analysis .

Register analysis studies the language of such fields as journalism, medicine, or law for distinctive patterns of occurrence of vocabulary, verb forms, noun phrases, and tense usage.

The research process: The vocabulary is primarily verbs and nouns and is presented in a context which discusses the five steps of research: formulating, investigating, analysing, drawing conclusions and reporting results. The vocabulary of analysis: It includes high-frequency and two-word verbs needed in order to present information in an organized sequence, for example, consist of, group, result from, derive, base on, be noted for, etc.

Discourse analysis examines the communicative contexts that affect language use, for example, in social transactions, the relationship between the discourse and the speakers and listeners. For example, it looks at how the choice of verb tenses or other grammatical features affect the structure of the discourse. The analysis also looks at the relationship between utterances, for example, aspects of cohesion, and the discourse markers or cohesive devices that are employed.

Explain The Munby Model?

Munby (1978), in an influential book of the time, describes a systematic approach to needs analysis in ESP course design and focuses on two dimensions of needs analysis:

1. The procedures used to specify the target-level communicative competence of the student, and
2. Procedures for turning the infor-mation into a syllabus. The Munby model describes the kind of information needed to develop a profile of the learner‘s communicative needs. An example will illustrate how the model could be applied in carrying out a needs profile. If one were profiling the needs of restaurant staff such as waiters and waitresses, the following information might be revealed through applying the Munby model:

Personal: Who the employees are, their age, nationalities, sex, educational background, work experience. Purpose: The kinds of outcomes expected such as the types of communicative skills the clients need to develop. Setting: The type of restaurant in which the employees work and the kinds of customers who use the restaurant. Interactional: The role and relationships such as waiter/waitress to variables customer, waiter/waitress to restaurant manager. Medium/ mode: Whether spoken or written, face to face and channel dialects or both formal and casual styles. Target level: Whether basic, intermediate, or advanced level.

Anticipated: For example, greetings, taking requests, clarifying communicative Information, describing menu items. Key: For example, unhurriedly, quietly, politely.