Research-driven Curriculum Design (eBook)

Gülçin Mutlu, Ph.D., works at İzmir Democracy University in Turkey. Ali Yıldırım, Ed.D., works at the University of Gothenburg in Sweden.

Chapter 1: IntroductionChapter 2: Review of Literature
2.1. Conceptual Background: Theoretical Influence on the Basis of Language Curriculum
2.1.1. Acquisition-learning distinction
2.1.2. Comprehensible input
2.1.3. Affective filter
2.1.4. Competence and performance in language
2.1.5. Nature of linguistic communication
2.2. Design and Procedural Background: Communicative Curriculum in Theory and Practice
2.2.1. Nature of language
2.2.2. Nature of language learning
2.2.3. Nature of educational-cultural philosophy
2.3. Research-wise Background: Studies in relation to English Speaking Skills
2.4. Authentic Materials and Communicative Competence
Chapter 3: Needs Assessment
3.1. A Snapshot of the Needs Assessment
3.1.1. Who Were Involved in the Needs Assessment?
3.1.2. What Types of Information Was Gathered? (Present Situation Analysis and Target Situation Analyses)
3.1.3. How Was This Information Gathered?
3.2. Needs Assessment Plan for the Further Speaking Course
3.2.1. Data collection procedures
3.2.1.1. A writing activity
3.2.1.2. Student Interviews
3.2.1.3. Teacher interviews
3.2.1.4. Questionnaires to the students
3.2.1.5. Meeting
3.2.2. Data analysis procedures
3.2.3. Results of the needs assessment
3.2.3.1. Results of the writing activity
3.2.3.2. Results of the teacher interviews
3.2.3.2.1. Results of the interviews with content department teachers3.2.3.2.2. Results of the interviews with the English language teachers3.2.3.2.3. Results of the interviews with students3.2.3.3. Results of the student questionnaire3.2.3.3.1. Results for the perceived difficulty on the skills3.2.3.3.2. Results for the perceived importance on the skills3.2.3.3.3. Results for the topic selection3.3. Reflections from the Needs Assessment to Use in the Design of the Further Speaking Skills CurriculumChapter 4: Curriculum Design4.1 Description and Components of the Curriculum Design Model Used4.2. Application of the Model to the Further Speaking Course4.2.1. Articulating beliefs.50
4.2.2. Defining the context and needs assessment4.2.3 Formulating goals and rationale4.2.3.1. Goals4.2.3.2. Course rationale4.2.4. Conceptualizing content and course grid4.2.5. Organizing the course and course syllabus4.2.6. Refined course goals and intended learning outcomes4.2.6.1. Goals and intended learning outcomes for FSC4.2.7. Instructional planning and an instructional plan for the FSC4.2.8. Methods (teaching) strategies4.2.8.1. Learner roles4.2.8.2. Teacher roles4.2.8.3. The roles of instructional materials4.2.8.4. Instructional activities to be used4.2.9. Planning Evaluation and an Evaluation Plan for the FSC4.2.9.1. Course evaluation4.2.9.2. Student evaluation4.2.9.2.1 FSC Class evaluation plan
Chapter 5: Unit and Lesson Plan5.1. Unit Plan5.1.1. Rationale5.1.2. Introduction5.1.3. Sequence5.1.4. Instructional foci5.1.5. ILOs5.1.6. General teaching strategies5.1.7. Unintended learning outcomes5.1.8. Evaluation5.2. Lesson PlanChapter 6: Field Testing of the Unit Plan
Chapter 7: Discussion
7.1. Comments on the Process and Design7.2. Suggestions for Further Course Design Work