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COURSE DESIGN
SEMESTER : IV (FOUR)
FKIP TRIDINANTI
2019
COURSE DESIGN
Course design is the process by which the raw data about a learning is interpreted in
order to produce an intergrated series of teaching-learning experiences, whose ultimate aim
is to lead the leaners to a particular state of knowledge. In practical terms this entails the
use of the theoretical and empirical information available to produce a syllabus, to select,
adapt or write materials in accordance with the syllabus, to develop a methodology for
teaching those materials and to establish evaluation procedures by which progress towards
the specified goals will be measured.
So let us assume we have completed our needs analysis and reviewed the theoretical
models of learning and language available. There are probably as many different
approaches to ESP course design as there are course designers. We can, however, identify
three main types: language-centred, skill-centreed and learning-centred.
In summary, then, the logical, straightforward appeal of the language-centred approach is,
im effect, its weakness. It fails to recognise the fact that, learners being people, learning is
not a straightforward, logical process.
This approach aimed to help leaners for developing skills and strategies which
continue after the ESP course by making leaners better processors of information.
A skills centered approach says : we must look behind target performance data to
discover what processes enable someone to perform. Those processes will
determine the ESP course.
The skills-centred approach, therefore, can certainly claim to take the learner
more into account than the language-centred approach:
a) It views language in terms of how the mind of the leaner processes it rather
than as an entity in itself.
b) It tries to build on the positive factors that the learners bring to the course,
rather than just on the negative idea of ‘lacks’.
c) It frames its objectives in open-ended terms, so enabling learners to achieves
at least something.
Yet, in spite of its concern for the learner, the skills-centred approach still approaches the
leaner as a user of language rather than as a leaner of language. The processes it is
concerned with are the processes of language use not of language learning. It is with this
distinction in mind that we turn to the third approach to course design.
A learning centered approach says: we must look beyond the competence that
enables someone to perform, because what we really want to discover is not the
competence itself, but how someone acquires that competence
SUMMARY
Language centered approach concentrates on performance.
Skills centered approach concentrates on competence.
Learning centered approach concentrances on how to get competence.