1. CHAPTER 1: OVERVIEW OF CURRICULUM
1.1. METHODS
1.1.1. STUDENTS' LEARNING STYLES
1.1.2. ACTIVITIES: TEACHERS ENGAGE STUDENTS
1.1.3. ANTHONY (1965): FRAMEWORK
1.1.3.1. APPROACH
1.1.3.1.1. ALL POINTS OF VIEW: NATURE OF LANGUAGE TEACHING AND LEARNING
1.1.3.2. METHOD
1.1.3.2.1. DIFFERENT PLANS FOR PRESENTING LANGUAGE TO STUDENTS IN AN ORDERLY MANNER
1.1.3.3. TECHNIQUE
1.1.3.3.1. WHAT ACTUALLY HAPPENS IN THE CLASSROOM
1.1.4. RICHARD AND ROGERS (1982)
1.1.4.1. APPROACH: THEORY
1.1.4.2. NOT METHOD BUT DESIGN
1.1.4.3. NOT TECHNIQUE BUT PROCEDURE
1.1.5. MCKAY (1978)
1.1.5.1. TYPES OF SYLLABUS
1.1.5.1.1. STRUCTURAL SYLLABUSES
1.1.5.1.2. SITUATIONAL SYLLABUSES
1.1.5.1.3. NOTIONAL SYLLABUSES
1.2. 3 IMPORTANT CATEGORIES
1.2.1. SET OF ASSUMPTIONS OR A THEORY
1.2.2. OVERALL PLAN AND DESIGN SPECIFICATIONS FOR THEIR CURRICULUM
1.2.3. INSTRUCTION USING TECHNIQUES OR PROCEDURES
1.3. 4 CATEGORIES OF LANGUAGE TEACHING ACTIVITIES
1.3.1. WAYS OF DEFINING NEEDS: APPROACHES
1.3.1.1. CLASSICAL APPROACH
1.3.1.2. GRAMMAR-TRANSLATION APPROACH
1.3.1.3. DIRECT APPROACH
1.3.1.4. AUDIOLINGUAL APPROACH
1.3.1.5. COMMUNICATIVE APPROACH
1.3.2. WAYS OF ORGANIZING: SYLLABUSES
1.3.2.1. STRUCTURAL
1.3.2.2. SITUATIONAL
1.3.2.3. TOPICAL
1.3.2.4. FUNCTIONAL
1.3.2.5. NOTIONAL
1.3.2.6. SKILLS
1.3.2.7. TASKS
1.3.3. WAYS OF PRESENTING: TECHNIQUES
1.3.3.1. BRIDGING ACTIVITIES
1.3.3.2. DISCUSSION
1.3.3.3. IDEA FRAME
1.3.3.4. OBJECT-CENTERED LESSON
1.3.4. WAYS OF PRACTICING THE LANGUAGE: EXERCISES
1.3.4.1. AUTONOMUS INTERACTION
1.3.4.2. CLOZE PROCEDURE
1.3.4.3. COPYING
1.3.4.4. FILL-IN
1.3.4.5. MULTIPLE CHOICE
1.3.4.6. PROOFREADING
1.3.4.7. RESPONSE DRILL
1.3.4.8. ROSETTA PROCEDURE
1.3.4.9. SENTENCE MODIFICATION
1.3.4.10. SUBSTITUTION DRILL
1.3.4.11. TRANSLATION
1.3.5. EXTRA ="PACKAGED PEDAGOGIES"
1.3.5.1. COUNSELING-LEARNING
1.3.5.1.1. CURRAN
1.3.5.2. DARTMOUTH PEDAGOGY
1.3.5.2.1. RASSIAS
1.3.5.3. NATURAL WAY
1.3.5.3.1. KRASHEN
1.3.5.4. SILENT WAY
1.3.5.4.1. GATTEGNO
1.3.5.5. SUGGESTOPEDIA
1.3.5.5.1. LOZANOV
1.3.5.6. TOTAL PHYSICAL RESPONSE
1.3.5.6.1. ASHER
1.4. SYSTEMATIC APPROACH TO DESIGNING AND MAINTAINING LANGUAGE CURRUCULUM (ADAPTED FORM BROWN 1989a)
1.4.1. NEED ANALYSIS
1.4.2. OBJECTIVES
1.4.3. TESTING
1.4.4. MATERIALS
1.4.5. TEACHING
2. CHAPTER 2: NEEDS ANALYSIS
2.1. RICHARDS, PLATT, AND WEBER (1985, P. 189)
2.1.1. PROCESS = DETERMING THE NEEDS=LEARNER OR GROUP OF LEARNERS=LANGUAGE=PRIORITIES
2.1.1.1. NEEDS ASSESMENT = SUBJECTIVE-OBJECTIVE INFORMATION
2.2. STUFFLEBEAM, McCORMICK,BRINKERHOFF AND NELSON (1985,P.16)
2.2.1. PROCESS=DETERMING THE THINGS = NECESSARY OR USEFUL =FULFILLMENT="DEFENSIBLE PURPOSE"
2.3. PRATT (1980,P.79)
2.3.1. NEEDS ASSESSMENT="ARRAY OF PROCEDURES"=IDENTIFYING-"VALIDATING NEEDS"=ESTABLISH PRIORITIES AMONG THEM
2.4. SET OF PROCEDURES AND STEPS
2.4.1. MAKING BASIC DECISIONS ABOUT THE NEEDS ANALYSIS
2.4.1.1. WHO?
2.4.1.1.1. THE TARGET GROUP
2.4.1.1.2. THE AUDIENCE
2.4.1.1.3. THE NEEDS ANALYSIS THEMSELVES
2.4.1.1.4. THE RESOURCE GROUP
2.4.1.2. WHAT TYPES OF INFORMATION SHOULD BE GATHERED?
2.4.1.2.1. 4 PHILOSOPHIES OF NEEDS ASSESSMENT
2.4.1.3. WHICH POINT OF VIEW REPRESENTED?
2.4.1.3.1. SITUATION NEEDS VS LANGUAGE NEEDS
2.4.1.3.2. OBJECTIVE NEEDS VS SUBJECTIVE NEEDS
2.4.1.3.3. LINGUISTIC CONTENT VS LEARNING PROCESSES
2.4.1.4. HOW MIGHT POINTS OF VIEW AND PROGRAM PHILOSOPHY INTERACT?
2.4.1.4.1. 3 DIMENSIONS THAT SHAPE POINTS OF VIEW ON NEEDS ANALYSIS
2.4.2. GATHERING INFORMATION
2.4.2.1. RICHARD, PLATT, AND WEBER (1985,P.189) SUGGEST=NEEDS ASSESSMENT SEEKS INFORMATION ON
2.4.2.1.1. THE SITUATION IN WHICH A LANGUAGE WILL BE USED
2.4.2.1.2. THE OBJECTIVES AND PURPOSES FOR WHICH THE LANGUAGE IS NEEDED
2.4.2.1.3. THE TYPES OF COMMUNICATION THAT WILL BE USED
2.4.2.1.4. THE LEVEL OF PROFICIENCY THAT WILL BE REQUIRED
2.4.2.2. TYPES OF QUESTIONS
2.4.2.2.1. ROSSETT (1982) = 5 CATEGORIES OF QUESTION DESIGN
2.4.2.3. TYPES OF INSTRUMENTS
2.4.2.3.1. EXISTING INFORMATION
2.4.2.3.2. TESTS
2.4.2.3.3. OBSERVATIONS
2.4.2.3.4. INTERVIEWS
2.4.2.3.5. MEETINGS
2.4.2.3.6. QUESTIONNAIRES
2.4.3. USING THE INFORMATION
2.4.3.1. SELECTING AND CREATING PROCEDURES
2.4.3.1.1. CHARACTERISTICS OF PROCEDURES