Needs of Language Learners - Report Example

Postings, Forums Topics Name Course Tutor Date Postings, Forums Topics Forum Topic 1.2 – Current Issues Relating to the notion of Syllabus The notion of syllabus has been questioned by various writers. In a lot of learning institutions the syllabus system is mainly fixed especially in the language teaching. One of the writers in regards to the notion of syllabus argued against language syllabus being fixed as it was retrospective in terms of what was being taught in relation to language learning process. In addition, it was argued that various approaches in language teaching were deficiency in curriculum theory in education (Clarke, 1987). According to Stern (1987)the notion of syllabus must include language proficiency, cultural component of the learned language, experiential component and language education that is meant to create awareness among learners in relation to the nature of language. Therefore an important issue in relation to the notion of syllabus involves the involvement of both the narrow and broad definitions of syllabus. Additionally, a more flexible approach should be embraced in relation to syllabus with the main focus being made on flexibility in order to attain competent teachers and satisfactorily language teaching process. Both syllabus and curriculum process are important for the purpose of language learning and the two should not be confused with each other. Syllabus is therefore not static as it keeps on changing in relation to the needs of individual learners. Syllabus is therefore regarded as part of curriculum that should be planned, developed, implemented and evaluated. Furthermore, more research should be conducted so as to reflect a clear picture on the notions of syllabus within the classroom setting in language teaching process (Stern, 1987). References Stern, H. H. (1987). Directions in syllabus design. In M. L. Tickoo (Ed.), Language syllabuses: state of the art (pp. 19-32). Singapore: SEAMEO Regional Language Centre. Clarke, J. L. (1987). Curriculum renewal in school foreign language learning (pp. 90-107). Oxford, Oxfordshire: Oxford University Press. Forum Topic 1.3 – Curriculum Theory The term curriculum theory has multiple meaning that can be used in varied situations in the learning process. Curriculum may be taken to mean the holistic programme in the context of an educational institution for instance school curriculum, university curriculum among others. The second meaning may be taken to refer to a course or unit in the context of a specific subject for instance geography or English. In the contemporary times curriculum is used to mean all the aspects of the learning and teaching process that encompasses the content, instructions and exams. Therefore curriculum theory is mainly discussed in terms of educational philosophies. Generally within the curriculum theory there are three educational ideologies: classical humanism, reconstructionism and constructivism (Taba, 1962). Classical humanism aims at enhancing broad intellectual capabilities for instance the ability classify, evaluate and rebuild the aspects of knowledge. The ideology holds that the content should not be decided by either teachers or students. It is also important to note that the materials are created as course books and there is a great emphasis on conscious and deliberate learning process. The controversial aspect of classical humanism involves the assumption that knowledge is fixed and therefore lack of importance of practical elements. In addition the classical humanism curriculum theory does not assist in the provision of necessary information to both students and teachers. Therefore with these controversial issues in classical humanism there is need to device a curriculum theory that will encompass all the elements that concerns both the teachers and students in the language learning process (Clarke, 1987). References Clarke, J. L. (1987). Curriculum renewal in school foreign language learning (pp. 90-107). Oxford, Oxfordshire: Oxford University Press. Taba, H. (1962). Curriculum development: theory and practice. New York: Harcourt Brace and Jovanovich. Forum Topic 1.4 – The Concept of Proficiency The concept of proficiency is considered as a new concept in second language teaching process. Therefore it is defined as the capability of a learner to utilize the language being learned for the purpose of communication either in oral or written form. Proficiency as a concept in language learning was regarded important due to changes in the general aim of learning a particular language. Learners began learning language not only for educational purposes but also for social and economic reasons. Thus, there was need for the needs analysis in relation to language proficiency. One of the controversial issues that was raised involved the questioning of the courses that were being offered in the context of second language classrooms (Halliday, 1973). In the past a great emphasis was put on the structure and vocabulary of second language learning process. It is therefore important for the four components of language that involves grammar, sociolinguistic, discourse and strategic competences to interact in the learning process (Hymes, 1972). Within the concept of proficiency there are two other related concepts such as standard proficiency that involves a certain degree of uniformity of the teaching and learning results. Furthermore, variable definition of proficiency involves the goals and purposes for the task among the learners of second language. Hence in second language learning the features of proficiency that involves fluency and accuracy should be emphasized. Communicative competence that encompasses the concept of proficiency is important as a goal of second language learning (Kaufman, 2004). Reference Kaufman, D. (2004). Constructivist issues in language learning and teaching, Annual Review of Applied Linguistics, 24, 303-319. Halliday, M. A. K. (1973). Explorations in the functions of language. London: Edward Arnold. Hymes, D. (1972). On communicative competence. In J. B. Pride & J. Holmes (Eds.), Sociolinguistics. Harmondsworth: Penguin. Forum Topic 1.5 – Method: Approach, Design and Techniques Method, approach, design and techniques involves common terms that are used in the context of syllabus and second language teaching. Anthony (1963) argues that an approach in the context of language teaching and learning involves a set of principles in relation to the second language being learnt. Hence certain beliefs in language learning act as a guideline within a classroom setting (Anthony, 1963). In language teaching and learning an approach involves a set of assumptions that engages in the dealing with the nature of language. Hence, in real sense it describes the nature of subject matter within the context of language learning and teaching process. On the other hand a method is considered as the general presentation of the language learning materials (Yalden, 1987). A technique involves the implementation of the language learning process. Therefore a technique mainly involves the actual process of language teaching and learning within the classroom context. In most cases the techniques are regarded as consistent with the method as well as with the approach that is employed in language teaching and learning. In terms of approach language is viewed as a functional tool that is meant for the purpose of creation and maintenance of various social associations among individuals in the society. The formulation of a design in language learning is important due to the fact that the design is crucial in the determination of objectives, language content, forms of learning activities, the role of teachers or learners and various instructional materials involved in language teaching and learning (Richards & Rodgers 2001). References Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching: a description and analysis (2nd ed., pp. 18-35). Cambridge, Cambridgeshire: Cambridge University Press. Yalden, J. (1987). Principles of Course Design for Language Teaching. Cambridge: Cambridge University Press. Anthony, E. (1963). Approach, method and technique. English Language Teaching 17: 63-67. Forum Topic 2.1 – Needs of Language Learners It is important to identify the needs of language learning so as to set priority areas while at the same time identifying the areas of need among learners. Among language learners informal method that encompasses the impression of teachers on cognitive and linguistic capabilities is done. In addition the use of tests, interviews and questionnaires are considered as formal methods of needs analysis. Hence the method used in identification of learner’s needs in linguistic should be reliable, valid and usable in order to effectively identify the learner’s needs. Reliability ensures consistency, validity involves the precise measure of what was intended and usability involves the practical use of the analysis (Graves, 2001). According to Richards and Rodgers (2001) one of the important issues that are highlighted involves the inclusion of other stakeholders in the needs analysis as opposed to the learner alone. Hence it is important to analyze the needs of other stakeholders for the purpose of an effective curriculum development process. In addition, the needs assessment of other stakeholders apart from the learner will be able to effectively identify the learning needs or language needs of the learner and other stakeholders in general. The stakeholders in this case refer to various professionals and the community at large. A controversial issue in the module involves the purposes of the needs analysis that encompasses both the objective and subjective needs that are appropriate in varied teaching contexts. The most controversial issue is reflected in the fact that some of the purposes of learners’ needs analysis may be subjective (Richards & Rodgers 2001). References Graves, K. (2001). A framework of course development processes. In D. R. Hall, & A. Hewings (Eds.), Innovation in English language teaching: a reader (pp. 178-196). London: Routledge. Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching: a description and analysis (2nd ed., pp. 18-35). Cambridge, Cambridgeshire: Cambridge University Press. Forum Topic 2.2 – Goals of Language Programs Language programs are designed with specific goals that engage the learners in the language learning process. Various factors need to be considered in order to determine the objectives of a specific program in the language learning process. The first factor that needs to be considered involves the learner. In this case the student’s level of learning, the need for second language learning and whether the students are young or old need to be considered. The context of the programme is also an important aspect. Hence the context can be ESL, formal or non formal classroom, the size of the class, the types of programs that are being used and the amount of time engaged in the process of teaching (Krahnke, 1987). In relation to materials there is need to ascertain where and by who the teaching materials was developed, the possibility of the materials providing an alternative for both teachers and students and the authenticity of the materials used. Teaches or instructors also play a role in determining the goals of language learning in the sense that if the teachers are native or non native speakers, qualified or unqualified and the level of teachers proficiency in the context of second language. The availability of resources is also another important aspect that determines the goals of a particular program in language learning process. An important issue in the module in relation to goals of language program involves the fact that the goals that are set for the learners must be realistic in the context of the classroom (Anthony, 1963). Reference Krahnke, K. (1987). Skilled-based syllabi. In Approaches to syllabus design for foreign language teaching (pp. 49-55). Englewood Cliffs, NJ: Prentice Hall. Anthony, E. (1963). Approach, method and technique. English Language Teaching 17: 63-67. Forum Topic 2.3 – Developing a Language Program/Course Developing a language course is an important element of second language teaching and learning. Hence developing a language program can be challenging as it involves the contributions, attitudes and affects of the learner. Language program requires the efforts of all learners that involve knowledge, skills and participation in the language content in language teaching and learning. In this case it is important to define a particular problem or issue to be tackled by the learners with the help of an instructor or teacher. The problem to be solved in second language involves the use of language in the problem solving area. Therefore the process of developing a language course provides a chance for language practice as it promotes learner-training for identification and solving of various issues that involve second language teaching and learning process. In addition, developing a language course is important due to the fact that it acts as a tool that promotes information sharing and expertise. In developing a language program it is important to establish the aims and goals of the program that is being developed. In this case the program that is being developed should reflect the general needs of a learner. Therefore the development of a language program should be able to establish the significance of the course, the content of the course, scope and sequence of the language being learnt and the syllabus framework of the learned language. According to Richards and Rodgers (2001) the significance of the course is important due to the fact that it considers the goals of the program that is mainly based upon the needs of the learner. In addition the development of a course is essential in the determination of the nature of the language (Richards & Rodgers 2001). Reference Nunan, D. (1988). Syllabus design (pp. 40-46). Oxford, Oxfordshire: Oxford University Press. Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching: a description and analysis (2nd ed., pp. 18-35). Cambridge, Cambridgeshire: Cambridge University Press. Forum Topic 2.4 – Materials Development According to Jolly and Bolitho (1998) material development is regarded as important in language teaching and learning as it comprises of instructional material. In this case instructional materials can be in form of texts that are created by instructors, audio-visual materials for language learning or computer based materials that assist in the process of language learning. Instructional materials are important to learners as it acts as a means through which learners receive language input and engage in the practice of the learned language (Jolly & Bolitho 1998).Therefore the main objective of material development within the context of second language learning involves the provision of a clear dimension for learners to attain the aims of the course. An important aspect that needs to be considered in the development of materials is the choice between authentic or created materials. Authentic materials are regarded as those types of materials that are not prepared particularly for pedagogical reasons while created materials are those that are prepared specifically for pedagogical purposes. In material development for second language learning it is important to consider the effect of the materials on the learners’ motivation, the level of exposure in terms of real language, the level of exposure of learners to difficult language, the needs and course aims of the learner, the cost of the materials and the availability of time and resources to the teacher/instructor or material developer. Hence in material development it is important for the material developer or the instructor to explore the needs of the learner in terms of second language acquisition (Richards & Rodgers 2001). Reference Jolly, D., & Bolitho, R. (1998). A framework for materials writing. In B. Tomlinson (Ed.), Materials development in language teaching (pp. 90-98). Cambridge: Cambridge University Press. Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching: a description and analysis (2nd ed., pp. 18-35). Cambridge, Cambridgeshire: Cambridge University Press. Read More