33234770
Description
Mind Map by CIELO HERNANDEZ IZQUIERDO, updated more than 1 year ago
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Created by CIELO HERNANDEZ IZQUIERDO
about 3 years ago
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Current context, curricula and materials
- there is no "right method" there are no "right materials"
- The context of language teaching
- McDonough and Shaw, 1993
- learner characteristics
- how different aspects of the
learners might affect
planning
- Age
- topics chosen and
types of learning
activity
- topics chosen and
types of learning
activity
- interests
- specification of topics and learning activities
- specification of topics and learning activities
- level of proficiency in English
- teachers will know this
- teachers will know this
- Aptitude
- can most usefully be
thought of a specific
talent
- can most usefully be
thought of a specific
talent
- mother tongue
- may affect the treatment
of errors or the selection
of syllabus items
- may affect the treatment
of errors or the selection
of syllabus items
- Academic and educational level
- to determine intellectual
content, breadth of topic
choice, or depth to which
material may be studied
- to determine intellectual
content, breadth of topic
choice, or depth to which
material may be studied
- Attitudes to learning
- to teachers, to the isntitution, to the
target language itself and to its
speakers.
- to teachers, to the isntitution, to the
target language itself and to its
speakers.
- Motivation
- at least insofar as it can be anticipated
- at least insofar as it can be anticipated
- Reasons for learning
- carry out quite a detailed analysis of needs
- carry out quite a detailed analysis of needs
- Preferred learning styles
- will help in the evaluation of the suitability of different methods
- will help in the evaluation of the suitability of different methods
- Personality
- can affect methodological
choices
- can affect methodological
choices
- Age
- how different aspects of the
learners might affect
planning
- setting
- The role of English in the country
- The role of English in the school
- The teachers
- Management and administration
- Resources available
- Support personnel
- The number of pupils
- Time available for the programme
- Physical environment
- The socio-cultural environment
- The type of tests used
- Procedures for monitoring and
evaluating the language programme
itself
- The role of English in the country
- learner characteristics
- McDonough and Shaw, 1993
- Syllabus types in coursebooks
- Grammatical
or structural
- The syllabus input is selected and
graded according to grammatical
notions of simplicity and complexity
- The syllabus input is selected and
graded according to grammatical
notions of simplicity and complexity
- Functional-notional
- Functions
- what people do through language, and
itemises the communicative and
interpersonal uses to which language is put.
- what people do through language, and
itemises the communicative and
interpersonal uses to which language is put.
- Notions
- as the more abstract categories
which language is able to express
- as the more abstract categories
which language is able to express
- Functions
- Situational
- A set of everyday situations that the learners could be
expected to find themselves in, and in which they would
need situationally specific language
- A set of everyday situations that the learners could be
expected to find themselves in, and in which they would
need situationally specific language
- Topic-based
- Uses topics or themes as its starting point
- Uses topics or themes as its starting point
- Process syllabus
- Specify the result of
instruction and also
learning taks and
activities
- Specify the result of
instruction and also
learning taks and
activities
- Procedural syllabi and task-based syllabi
- Is based in the belief that linguistic and communicative competence is
acquired through engagement with meaning, not through focusing
learners on structure
- Is based in the belief that linguistic and communicative competence is
acquired through engagement with meaning, not through focusing
learners on structure
- Content-based syllabi
- Experiential context provides the point of departure for the
syllabus, is isually derived from some well-defined sunject
area
- Experiential context provides the point of departure for the
syllabus, is isually derived from some well-defined sunject
area
- Grammatical
or structural
- Reference: Universidad IEXPRO. (n.d.) Materials and resources in EFL.
- Reference: Universidad IEXPRO. (n.d.) Materials and resources in EFL.
Media attachments
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