Current context, curricula and materials

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

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Current context, curricula and materials

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