Definition of Terms INTRODUCTION
9
c. The socially defined role of the learners that will be assumed in the target
language as well as the role of their interlocutors; d.
The communicative events in which the learners will participate in everyday situation, vocational situation or professional situation, academic situation, and so
on; e.
The language functions involved the events, or what the learner will need to be able to do with or through the language;
f. The notion involved, or what the learner will need to be able to talk about;
g. The skills involved in the “together” of discourse: discourse and rhetorical skills;
h. The variety or varieties of the target language that will be needed, and the levels
in the spoken language in which the learners will need to reach; i.
The grammatical content that will be needed; j.
The lexical content that will be needed. Furthermore, Yalden 1987: 88 suggests that having a syllabus is not the
same as having the teaching materials and lesson plans. Therefore, after knowing the type of syllabus that will be applied, a teacher should prepare in developing the
instructional materials. Yalden suggests eight stages in developing a language program.
The stages can be seen in table 2.1 below:
Table 2.1: Stages in Language Program Development Yalden, 1987: 89
STAGE DESCRIPTION
I II
Needs survey Description of purpose to be prepared in terms of:
10
III IV
V
VI
VII
VIII a.
students’ characteristics b.
students skill entry to and on exit from the program Selection or development of syllabus type IV and physical constraints on the
program. The proto syllabus: description of language and language use to be covered in the
program. The pedagogical syllabus: development of teaching, learning and testing
approaches.
1. development of teaching material as far as possible
2. development of teaching sequence and decision and testing instruments
a Development of classroom procedures 1. selection of exercises type and teaching techniques
2. preparation of lesson plan 3. preparation of weekly schedules
b Teachers training: briefings or workshop on: 1. principles
2. desired outcome 3. exploitationcreating of teaching material
Evaluation 1.
of students 2.
of program’ 3.
of teaching Recycling stage
1. congruence or “fit” between goals set and students performance is
determined. 2.
content is reassessed. 3.
materials and methodological procedures are revised.
The steps of the process of designing instructional materials are presented
below:
Figure 2.1: Yalden’s Instructional Design Model 1987: 88
Needs Survey
Descrip tion of
Purpose Selec.
of Syllab
us Type
Produc tion Of
Pedago gical
Syllab us
Producti on Of
proto Syllabus
Developme nt Imp
l.
Of classroom
procedure Evaluation
11