Modern Foreign language
Course Design:
Theory & Practice
夏纪梅
中山大学外语教学中心教授
Email: flsxjm@hotmail.com
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what
why
how
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• What is “course”?
WHAT
• What is “course design”?
• What theories are related and necessary?
•What is a teacher’s roles and jobs in course design?
• What knowledge, skills/abilities, requisite and
requirements are needed for course design?
• What needs designing?
• What’s the use of course design for those who
won’t teach in a university?
• What do you expect to learn from this course and why?
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HOW
• How do we design?
• How can we design up to standard?
• How do we evaluate the design?
• How are we expected to study at this course? Why?
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Why
• Why is course design a teacher’s job?
• Why is it an indispensable skill for a
teacher’s professional qualification?
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Aspects Related to a Course
teacher
learner writer
COURSE
learning teaching
society
school
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scientist
technician
WARMING-UP
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Human being
resources learner
WARMING-UP
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What is language?
What is learning?
What is language
learning?
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Higher Education & Foreign language Education
Learn to know
do
survive/communicate
be
Having engagement
involvement
encouragement
enjoyment
Learn about or Learn/acquire
Know or can
Instruct or guide
Usage or use
Accuracy or Appropriacy/fluency 10
Higher Education & Foreign Language Education
stimulating motivating
activating
TEACHING
LEARNING
facilitating
enabling
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Related Disciplines
language
Foreign Language
Education Psychology
teaching
Course
learning
manage Commu
System nication
ment 12
Linguistics
Psycho-linguistics
Socio-linguistics
L2 acquisition theory
Applied linguistics
Educational linguistics 13
Education
Traditional theory
Experiential theory
Structure of the disciplines
Behavioral theory
Cognitive theory
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Psychology
Learning psychology
Sensory and perceptual psychology
Cognitive psychology
Motivational psychology
Developmental psychology
Social psychology
Measurement psychology
Educational psychology
Organizational psychology
Vocational psychology
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System
Outer system
Inner system
Input-output system
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Communication
Informational communication
Transactional communication
Interactional communication
Cross-cultural communication
Communication and Courtesy
Communication and psychology
Communication and thought
Communication and society
Pragmatics
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EFL Course Design
Plan making Needs analysis
Target setting
Evaluation design
Content selection
Test design
Content organization
Course (task/activity) design 18
Plan Making & Goal Setting
Educational Goals (curriculum plan)
Subject Goals (syllabus plan)
Course Objectives (course plan)
Course book Objectives (course
book syllabus)
Instruction plan
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Plan & Planning
Product & Process
Strategic Planning
Tactical Planning
Operational Planning
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Needs Analysis
LACK
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Needs Analysis
teacher
learner
employer
condition
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Learners and Teachers’ Needs
Target Learners: Teachers Involved:
Full-time, part-time, Educational background,
on-line, on-site, in-service, professional qualification,
Science, arts, managerial, Training,
secretarial, adult, young,
purpose, method, habit, TEFL beliefs/philosophy,
level, knowledge, skill, Knowledge, skills,
etc. methodology,
Questionnaire, interview,
examination, incident,
etc.
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