Professional Documents
Culture Documents
AIMS
An aim : refers to a statement of a general change that a program seeks to bring about in learners.
Aims statements reflect the ideology of the curriculum and show how the curriculum will seek to realize it.
(Renandaya and Richards, 2002)
The following are examples of aim statements from different kinds of language programs (Renandaya and
Richard, 2002).
For example, the following areas of difficulty were some of those identified for non-English background
students studying in the English-medium universities:
understanding lectures
participating seminars
taking notes during lectures
reading at adequate speed to be able to complete reading assignments
presenting ideas and information in an organized way in a written assignment
In developing aim statements, it is important to describe more than simply the activities that students will
take part in.
For example the following are not aims:
Students will learn about business letter writing in English.
Students will learn study listening skills.
Students will practice composition skills in English.
For these to become aims they need to focus on the changes that will result in the learners.
For example:
OBJECTIVES
In order to give a more precise focus to program goals, aims are often accompanied by statements of more
specific purposes.
These statements are known as objectives or also referred to as instructional objectives or teaching objectives.
An objective: refers to a statement of specific changes a program seeks to bring about and result from an
analysis of the aim into its different components.
GENERAL CHARACTERISTICS OF OBJECTIVES(Renandaya ad Richards, 2002)
They describe what the aims seek to achieve in terms of smaller units of learning.
They provide a basis for the organization of teaching activities.
They describe learning in terms of observable behaviour or performance.
For example in relation to the activity of understanding lectures, aims and objectives such as the
following can be described:
Aim: Students will learn how to understand lectures given in English.
Objectives:
Students will be able to follow an argument, theme or thesis of a lecture.
Students will learn how to recognize the following aspects of a lecture:
- cause and effect relationship
- comparisons and contrasts
- premises used in persuasive arguments
- supporting details used in persuasive arguments.
* Since the aim relates to writing business letters, an objective in the domain of telephone skills is not consistent
with the aim. Either the aim statement should be revised to allow for this objective or the objective should not
be included.
Students will use conversation expressions for greeting people, opening and closing conversations.
4. Objectives should be feasible
Objectives should describe outcomes that are attainable in the time available during a course.
The following objective is not attainable in a 60 hour English course:
Students will be able to get the gist of short conversations in simple English on topic related to daily life
and leisure.
Prepare three sample objectives related to this aim:
- Students will learn how to recognize figures of speech used in English.
setting not only broad, general goals but also specifying objectives which are made accessible to all
those involved with the program.
Curriculum vs. Syllabus
CURRICULUM
- contains a broad descripition of general goals by indicating:
EDUCATIONAL-CULTURAL PHILOSOPHY which applies across subjects together witha
An important reason for differentiating between the two is to stress that a single curriculum can be the basis for
developing a variety of specific syllabi which are concerned with:
For example, an overall educational approach could focus on one of the following major goals:
a. a behavioristic orientation considers the human species to be a passive organism, reacting to external,
environmental stimuli;
b. a rational-cognitive orientation considers the human species to be the source and initiator of national acts;
c. a humanistic orientation is concerned with each individual's growth and development, while emphasizing
affective factors as well.
THE RATIONAL-COGNITIVE ORIENTATION became strongly reflected in the views of human language
proposed by transformational-generative linguistics in the 1960s and was associated with the cognitive-code
approach to language learning.
Contemporary approaches which link a rational-cognitive view with a communicative orientation towards
language use.
NATURAL APPROACH
Developed by Krashen and Terrel (1983). has much in common with other contemporary views which
emphasize the importance of listening and comprehension at the onset of learning.
The content of language teaching is a collection of the forms and structures, usually grammatical, of the
language being taught.
Examples include nouns, verbs, adjectives, statements, questions, subordinate clauses, and so on.
2. A NOTIONAL/FUNCTIONAL SYLLABUS
The content of the language teaching is a collection of the functions that are performed when language is used,
or of the notions that a language is used to express.
Examples (Functions): informing, agreeing, apologizing, requesting
Examples (Notions): age, size, color, comparison, time and so on.
3. SITUATIONAL SYLLABUS
The content of the language teaching is a collection of real or imaginary situations in which language occurs is
used.
A situation usually involves several participants who are engaged in some activity in a specific meeting.
The language occuring in the situation involves a number of functions, combined into plausible segment of
discourse.
The primary purpose of a situational language-teaching syllabus is to teach the language that occurs in the
situations.
Examples: seeing the dentist, complaining to the landlord, buying a book at the bookstore, meeting a new
student, and so on.
4. A SKILL-BASED SYLLABUS
The content of the language teaching is a collection of specific abilities that may play a part using language.
Skills are things that people must be able to be competent in a language, relatively independently of the
situation or setting in which the language use can occur.
While the situational syllabi group functions together into specific settings of the language use, skill-based
syllabi group linguistic competencies (pronunciation, vocabulary, grammar, and discourse) together into
generalized types of behavior (listening to a spoken language for the main idea, writing well-formed
paragraphs, giving effective oral presentations, and so on.)
The primary purpose of the skill-based instruction is to learn the specific language skill.
A possible secondary purpose of the skill-based instructions is to develop more general competence in the
language, learning only incidentally any information that may be available while applying the language skills.
5. A TASK-BASED SYLLABUS
The content of the teaching is a series of complex and purposeful tasks that the students want or need to perform
with the language they are learning.
The tasks are defined as activities with a purpose other than language learning, but, as in the content-based
syllabus, the performance of the tasks is approached in a way intended to develop L2 ability.
Tasks integrate language (and other) skills in specific settings of the language.
Task-based teaching differs from situation-based teaching in that while situational teaching has the goal of
teaching the specific language content that ocurs in the situation (pre-defined products), task-based teaching has
the goal of teaching students to draw on resources to complete some piece of work (a process).
The students draw on a variety of language forms, functions, and skills in an individual and unpredictable way,
in completing the tasks.
Tasks can be used for language learning are, generally, tasks that the learners actually have to perform in any
cause.
Examples: applying for a job, talking with a social worker, getting housing information over the telephone, and
so on.
6. A CONTENT-BASED SYLLABUS
The primary purpose of the instruction is to teach some content or information using the language that the
students are also learning.
The students are simultaneously language students of whatever content is being taught.
The subject matter is primary, and the language learning occurs incidentally to the content learning.
The content teaching is not organized around the language teaching, but vice-versa.
Content-based language teaching is concerned with information, while task-based language teaching is
concerned with communicative and cognitive processes.
Example: a science class taught in the language the students need or want to learn, possibly with linguistic
adjustment to make the science more comprehensible.