31 SES 07 B, Teaching/Development of Language Skills
Yalden (1987, p. 3) refers to course design as combining “what is already known about language teaching and learning” with the new ideas brought up by the students to the language classroom (their needs, wants and knowledge of the world). She further asserts that those designing second language courses are required to gain and understanding of certain theoretical issues, that is, what is available or relevant in the literature as regards language teaching and learning. Moving from Yalden’s (1987) suggestions on the theoretical issues to be considered by the curriculum designers, it is seen that there was a dominance of structure-based courses in the past because of the focus on structural linguistics (Dubin & Olshtain, 1986). However, over the years, socio-cultural views on the nature of language have started to gain importance. In other words, change in the world of linguistics was observed with the inclusion of the sociolinguistic component into the linguistic theory (Yalden, 1987). Though courses centering on structures (knowledge about the language) are still performed, other aspects of language like socio-linguistic knowledge are getting more popular in classroom practices. While the traditional approaches to language teaching defines language proficiency in terms of the degree of the mastery of the structures (phonological, grammatical or lexical structures), today the degree of ability to communicate is treated as an indicator of proficiency. In other words, languages are learnt for communication purposes, and this process encompasses more than the structural knowledge about the language. Moreover, Krashen’s (1981, 1982) hypotheses including acquisition-learning distinction, comprehensible input and affective filter, Chomsky’s (1965) performance-competence distinction and Hymes’s (1972) communicative competence briefly pointed out the need for a communicative curriculum that is based on three major sources, a view of language as viewed by the view of sociolinguistic, a language learning view that is cognitively-based and an educational approach that is humanistic (Dubin & Olshtain, 1986).
Grounded in this communicative tendency above, this instructional design study was conducted in response to a desire to find more effective ways of teaching language for communication rather than for the mastery of language structures. Being also a case study, the study attempted to design an elective advanced speaking course to be taught to the freshman students who have completed one-year structure-based English preparatory instruction in a state university in Turkey. These students needed an elective English course to develop their speaking and communication skills further of which they had been deprived in the preparatory program. Thus, the purpose of this three part study was first, to identify critical and theoretical characteristics of an advanced communication and speaking course from extensive literature review on the subject; second, to operationalize these critical and theoretical characteristics by designing an English as a foreign language (EFL) language course involving the identified characteristics; and finally, to field test this devised instructional design in an undergraduate English course.
Chomsky, N. (1965). Aspects of the theory of syntax. Cambridge: M.I.T. Press. Dubin, F., & Olshtain, E. (1986). Course design: Developing programs and materials for language learning. Cambridge: Cambridge University Press. Graves, K. (2000). Designing language courses. Boston, MA: Heinle & Heinle. Hymes, D. H. (1972). On Communicative Competence. In Pride, J. B., & Holmes, J. (Eds.), Sociolinguistics, 269-293. Baltimore, USA: Penguin Education, Penguin Books. Krashen, S.D. (1982). Principles and Practice in Second Language Acquisition. Retrieved from http://www.sdkrashen.com/Principles_and_Practice/index.html. Krashen (1981). Second Language Acquisition and Second Language Learning. Retrieved from http://www.sdkrashen.com/SL_Acquisition_and_Learning/index.html Posner, G. and Rudnisky, A. N. (1997). Course design: A guide to curriculum development for teachers. New York: Longman. Yalden, J. (1987). Principles of course design for language teaching. Cambridge: Cambridge University Press.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.