Name Group :

1. Ni Kadek Ayu
Anggreni Putri
(1812021048)
2. Dewa Gede Saka
Pratama (1812021036)
3. Ni Luh Fitri Kartika
Dewi (1812021040)
 FROM SYLLABUS DESIGN TO
CURRICULUM DEVELOPMENT
 Contents :

English for specific purpose

The quest for new methods
Changing needs for foreign Needs analysis in ESP
languages in Europe

 Communicative language
teaching
Emergence of a curriculum
approach in language teaching
 The Quest For New
Methods

English became an increasingly important activity after World

War II.

Immigrants, refugees, and

English was increasingly
foreign student generated
important in Greater
a huge demand for English
Mobility of people in air
Course in United Kingdom,
travel, international trade,
Canada, the United States
and commerce
and Australia.
 Whites (1988,9) comments :

“ English has become the language of the

world thanks to the linguistic legacy of the
British Empire, the emergence of the USA as
an English-speaking superpower, and the
fortuitous association of English with the
industrial and technological development”
 Because all of these developments
supported for a practical command
of English
Huge demand for
English Foreign
Language
learning Linguistics

Oral approach
There are new
Teaching
Methods Audiolingual methods (1960) ->
United states

Audiovisual methods (1978 ) ->

Europe
 Situational Language
Teaching in Britain :

A structural syllabus with graded vocabulary levels

Meaningful presentation of structure in contexts

The P P P Method
Audiolingual methods (1960) -> United
states

Rivers (1964) stated the assumptions of audiolingualism

as :
1.Habits are strengthened by reinforcement
2.Foreign language habits are formed most effectively by
giving the right response, not by making mistakes
3.Language is behavior

Audiovisual methods (1978 ) -> Europe

 Changing Needs For Foreign
Languages In Europe
The Upsurge In English Language Teaching
(Mid 1950s-1960s)
- Languages Teaching Methods

Introducing new methods

and materials
HOW / WHY people learn a
second language
 In 1969, the Council of Europe promote the more
effective learning of foreign language within the
community, decided that :

Language barriers must be removed.

Linguistic diversity, through the study of modern
languages, should provide a source of intellectual
enrichment
If study of modern Europe language becomes general
will full mutual understanding and cooperation be
possible in Europe
ENGLISH FOR SPECIFIC PURPOSES

The concern to make language courses more

relevant to learners needs also led during this period
to the emergence of the Language for Specific
Purposes (LSP).
 THE ESP APPROACH CONCERNS

The Need For Non- The Need For Business

english Background Purpose.
Students.

The Need For the need for

Employment immigrants
 University of Michigan
language patterns and vocabulary (Darian,
1972)

“ for learners in situation such as these, what

was needed was not more and more lessons in
“advantages English” or colloquial English”
 DIFFERENT BETWEEN ESP AND EGP

English for Specific English for General

Purpose Purpose
NEEDS ANALYSIS IN ESP

“most language planners in the past have

by passed a logically” Schuntz and
Derwing (1981,30)
The content of ESP courses are thereby determined,
in some or all of the following ways :

Themes and
Restriction
Topic

Communicate
Selection
Needs
NEEDS ANALYSIS IN ESP

Munby (1978) “described a Systematic

Approach to Needs Analysis in ESP Course
Design”
And Schutz and Derwing Summarized it
Profile of communicate Needs.
 PROFILE OF COMMUNICATE NEEDS

Personal Dialect
Purpose Target level
Anticipated
Setting communicate events
Interactional
variables Key
Medium, mode,
channel
 Communicative Language
Teaching

Approach To Teaching

Grammatical System Communication

 4 Dimensions Of Communicative
Competence (Canale & Swain,
1980)

 Grammatical comepetence
 Sociolinguistic competence
 Dicourse competence
 Strategic competence
 Functional Syllabus Functional Syllabus
This is organized according to tge functions Consideration of
the learner should be able to carry out in purpose
english Setting
Vocabulary and grammar are then chosen Socially defined rore
according to the function being taught Communicative events
Languge functions
Notions
Dicourse and rhetorical
skills
National syllabus Variety
Semantico-grammartical meaning Grammatical content
Modal meaning Lexical content
Communicative function
 Emergence Of A Curriculum Approach In
Language Teaching

Four Fundamental Questions Must Be Answered In Developing Any Curriculum And

Plan Of Instruction
 What educational purposes should the school seek to attain?
 What educational experiencess can be provided that are likely to
attain these purpose?
 How can these educational experiences be effectively orgaized?
 How can these educational experiences be effectively organized?
 How can we determine wheter these purpose are being attained?

Aims and
Content Organization Evaluation
Objectives
Nicholls And Nicholls’s Description In 1972s: Cyclical
Model

The careful examination

The development and trial use
He assessment of the extent
The final element – feedback of
all the experience gained