Curriculum Development in Language Teaching

Richards, Jack C.

doi:10.1017/cbo9780511667220

Cited by 1,038 publications

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“…To employ major factors for materials design, this study made use of Richards' (2001) proposal. He specifies five factors based on which in each situation questions specific to that situation required to be constructed.…”

Section: Methodsmentioning

confidence: 99%

A Model for EFL Materials Development within the Framework of Critical Pedagogy (CP)

Rashidi¹,

Safari²

2011

ELT

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Critical pedagogy (CP) is implemented in ELT programs aiming to empower both teachers and learners to unmask underlying cultural values and ideologies of educational setting and society, and subsequently to make them agents of transformation in their society. However, despite the increase in the number of publications in the field of critical L2 pedagogy, remarkably little has been done on materials development in CP. Considering materials as the core resources in language-learning programs (Richards, 2010), the present paper attemptsed to offer a model for ELT materials development based on the major tenets of critical pedagogy. The principles of the model were organized according to the main factors involved in materials development, i.e. program, teacher, learner, content, and pedagogical factors. This model is sensitive to the particularities of the local context and to the learner's problems and concerns. It offers ways to help the learners to improve their second language skills while developing a sense of critical consciousness of issues of social structures in the world around them. It could be helpful for local materials writers and language teachers in developing and critically evaluating ELT materials. Subsequently, the model might contribute to students to be more critical consumers of information.

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Section: Methodsmentioning

confidence: 99%

A Model for EFL Materials Development within the Framework of Critical Pedagogy (CP)

Rashidi¹,

Safari²

2011

ELT

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“…The process and the outcome of a needs analysis is as relevant for English for Tourism and Hospitality (ETH) as it is for any other branch of English for Specific Purposes branch (Hutchinson & Waters, 1996; Robinson, 1991; Dudley-Evans & St John, 1998; Benesch, 2001; Bruce, 2011;) especially when it comes to the curriculum development (Richards, 2001;Flowerdew, 2013;Adorjan, 2013). This academic year (2016/2017) the Department of Tourism and Hospitality was founded at the Faculty of Business Economics at Sinergija Univeristy in Bijeljina, Bosnia and Herzegovina.…”

Section: Introductionmentioning

confidence: 99%

Useful Online Resources and Educational Tools for Teaching English for Tourism and Hospitality

Dabić¹

2017

SNG

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-Tourism is a branch of economy with the vigorous growth whose influence penetrates society, politics, culture and the most importantly the economy. Approximately 100 million employees are estimated to work in the modern leisure and experience industry. Foreign languages competence is one of the key skills in this industry. The rapid advancement of technology has both influenced language learning and customers experience in tourism industry. This paper aims to discuss the influence of technology on these two aspects in courses for English for Tourism and Hospitality. Needs analyses conducted in this sector have proven and highlighted the importance of domain content digital genres in English for Specific Purposes. Hence, the focus of this paper will be placed on useful online resources and educational tools that can be used in English Language Teaching in the field of Tourism and Hospitality. Online resources in English that will be discusses are: Booking.com, Travel Agencies Websites and National Geographic Short Videos while online educational tools are: Social Networks (Facebook), Padlet and Duolingo. The engagement of these online resources and tools should enable Tourism English attendees during their course to learn to navigate and perform in digital environment and to use these resources and tools at their future job posts.

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“…For example, Basturkmen (2010), Brown (1995Brown ( , 2009), Long (2005), Hyland (2006), Richards (2001), Graves (2000), Dudley-Evans and St John (1998), and West (1997) agree that NA can be conducted using questionnaires, observations, interviews, tests, and analysis of authentic spoken and written texts.…”

Section: Introductionmentioning

confidence: 99%

“…These are sources of data, triangulation, and types of data to be collected. Brown (1995), Dudley-Evans and St John (1998), and Richards (2001) agree that NA information has a number of sources. Brown (1995) classifies these sources into four groups.…”

Section: Introductionmentioning

confidence: 99%

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ESP Needs Analysis: A Case Study of PEH Students, University of Khartoum

Ibrahim¹

2016

SUET

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Needs analysis is considered a necessary first step in designing ESP courses. This study, therefore, aims at analysing students at the Faculty of Public and Environmental Health (PEH) at the University of Khartoum (U of K), Sudan, needs for English language. The study adopted the needs analysis framework suggested by Dudley-Evans and St John (1998) focusing on target needs analysis, present situation analysis, and learning means needs analysis. The study used a questionnaire, a proficiency test, and an interview to collect data. The participants were 490 students at PEH (390 participated in the questionnaire and 100 in the proficiency test) and two professors at the Faculty. The study found that PEH students need English language for academic study. The students rated their proficiency as good, but the test revealed that they were of weak proficiency. All the four skills in addition to vocabulary, grammar, and pronunciation are regarded as important to the students. Similarly, almost all the sub-skills are found to be important. The students have a variety of learning needs such as learning in pairs, groups, and through ICT. The study recommends that PEH students' proficiency should be raised and a course that meets the students' needs is needed.

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Curriculum Development in Language Teaching

Cited by 1,038 publications

References 0 publications

A Model for EFL Materials Development within the Framework of Critical Pedagogy (CP)

A Model for EFL Materials Development within the Framework of Critical Pedagogy (CP)

Useful Online Resources and Educational Tools for Teaching English for Tourism and Hospitality

ESP Needs Analysis: A Case Study of PEH Students, University of Khartoum

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