Curriculum Qaees, Mahnoor, Hafsa, Nimra
Curriculum Qaees, Mahnoor, Hafsa, Nimra
Curriculum Qaees, Mahnoor, Hafsa, Nimra
ASSIGNMENT
Group members
Mahnoor Syed 2020-1319
Hafsa Iqbal 2020-1332
Nimra Rashid 2020-1302
IINSTRUCTOR
DEPARTMENT
CONTENT LIST
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DEFINING SECOND LANGAUGE ACQUISTION AND TEACHING:
The language that is learned after the native language or first language is
known as second language and the language acquisition always
occurs subconsciously. Acquisition is more likely “picking up” the knowledge.
For this, A teacher uses different kinds of techniques and activities in a
classroom. For instance, when someone say “I was in China for a while and I
pick up some Chinese.” it means he or she has acquired that language.
There are two ways either one can acquire language or one can learn
language. Language acquisition occurs subconsciously and we are not aware
that it is happening. For example, when we are reading a book or having
conversation. We think we are just having conversation but we are also
acquiring language at the same time.
On the other hand, language learning is a process that occurs consciously and
we know that we are learning and we try to learn. Language learning is
actually what we did in school and when we talk about rules of grammar, we
are learning then. If a learner, for example, says “I participates in class daily”
and a teacher says “no” it is “I participate in class daily” the learner has to
realize that “s” does not go on the first-person singular form of the verb and it
always goes on the third-person singular form of the verb.
We acquire the second language in predictable order. Some vocab words and
grammatical things we acquire earlier and some we acquire latter, for instance,
we acquire the concept of simple sentences or “ing” marker earlier then
“if clause” or third-person singular “s”concept.
Research has shown some surprising effects about the natural order. It is not
true that the concept that is difficult for one will be difficult for all. It
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is quite possible that the same concept will be easy for others. Some simple
rules like use of “s” with third person singular are acquired late. This creates
difficulty for the curriculum designer who present rules for the language
students from “simple” to “complex”. So, a rule that looks “simple” to
grammarian may be acquired late and the rule that looks “complex” may be
acquired earlier.
The language that we produce is only the result of what we have acquired. We
speak fluently and easily after acquiring the language but the grammar rules
and regulations that we learned in the school have only one function: they act
as a monitor or editor.
When we are about to say a sentence in another language then consciously our
brain monitors its structure and also correct it. So, just before we say it, our
brain monitors the structure of the sentence consciously and also correct the
errors. Due to this, for monitoring, there are main three rules:
▪The monitor must know the rules. this is the difficult situation to meet
according to the linguists because remembering all the rules is no possible.
Even, the best student cannot remember all the rules and they cannot use all
the rules that they have remembered.
▪The monitor user must be thinking about correctness and must be focused on
the form. it is also difficult to keep in monitor that what are you talking
about and how you are saying.
▪An acquirer must have time to monitor and to think about where he/she
needs improvement.
To sum up, students acquire the language in the natural order as a result of
getting comprehensible input.
According to the Norm Chomsky, we all have a device in our brain that acquire
the language called language acquisition device (LAD). This device
plays important rule in acquiring the native language or second language.
The affective filter represents that how two students receive the same input
yet one student makes the progress while other will not.one is open to take the
input while other is not.
This method is the oldest method used by Greek and Latin. This is also known
as the classical method because it was first used in the teaching of classical
languages.
This method was introduced during the World-War 1 by the Americans to train
their troops about the language of enemy. because of this, we also
called this the army method. In this method, a teacher uses direct strategy, he
without teaching them grammar or translation directly introduce them with
the structures and sentence. in this method, there is a fact of conveying the
meanings directly in the target language with the aid of visuals. If teacher,
for instance, wants to teach the word “apple” then he points out the apple and
the make them to pronounce the word “apple”.
This method was first introduced in 1960’s and also known as Oral-based
approach. Charles Fries (1945) of the University of Michigan led the way in
applying principles from structural linguistics in developing this method, and
for this reason, it has sometimes been referred to as the “Michigan Method”.
Later in its development, principles from behavioral psychology (Skinner
1957) were incorporated. The audio-lingual method drills students in the use
of grammatical sentence patterns. By using this method, a teacher uses
dialogue kind of activities or drills. when two students are communicating in
the target language, they are also acquiring a lot of structures and vocab
words. Here in the classroom teachers are restricted to use target language but
students can use their native language.
Counseling-Learning approach:
Curran realized that adults are not comfortable while learning new things
so he suggested that a teacher should play the role of a counselor. A
language counselor means someone who is a skillful ‘understander’ of the
struggle students face as they attempt to internalize another language. The
teacher who can understand can indicate his acceptance of the student. By
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understanding students’ fears and being sensitive to them, he can help
students overcome their negative feelings and turn them into positive
energy to further their learning. So, the communicative learning is very
affective because teacher create friendly behavior in the class so that
students can feel free to speak and they can get more opportunity to
perform.
➢Some children are bilingual because their parents speak more than one
language. so, they become native in both. Sometime when siblings use another
language then they also learn the second language from their siblings.
➢Most of the people learn the second language for the religious purposes as
Muslims learn “Arabic” from Qur’an -ul-Kareem”. Christians often learn “Latin
“when they go in churches.
➢In most of the countries, official language is not same as the local language so
they learn the official language as a second language.
➢The central goal of teaching the second language is to make the speaker to
interact with the wider community. He learns and evolve by learning the
culture of other communities also.
PRINCIPLES OF SLA
On the basis of all these methods and theory, the principles have been
divided into three groups: -
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Content and Sequencing: -
This group of principles deal with whatever happens in the language
classroom. Aim of this principle is to make sure the learner gain useful
knowledge and they learn new things in the course.
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Experience: -
Let’s have a look at the class of immigrants in Canada. They are at a high-
intermediate level of English proficiency.
The teacher enters the class and distributes a handout which consists of a
sports column of a recent newspaper. Some sentences are written on the
page. The teacher then says to the class to express the same prediction in
some other way.
In this way, the teacher engages the whole class and let them
communicate.
Principles: -
These are the important principles underlying the behavior we
have observed: -
• During communication, the student has the choice of what to say and how
to say.
•The teacher acts as a facilitator and as an advisor in setting up
communicative activities.
• Students are given opportunity to express their ideas.
•It is teacher’s responsibility to create situation to promote communication.
•The teacher will not correct the errors, only note them and return to a later
point.
•Students work in small groups maximizes the amount of communicative
practice they receive.
• Emphasize on the process of communication rather than language forms.
Natural Approach: -
• At first, students are unable to communicate but the teacher helps the
student to understand through their native language. In this way acquisition
will process naturally.
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Lexical Approach: -
It is more concerned with student’s abundant input and what they receive.
The instructor talks extensively in the target language while sometimes
students show very little response.
Experience: -
Let’s have a look at the classroom located in Sweden. The instructor
introduces the technique through which they will learn English as a second
language. She will give a command in English language and students are
supposed to do that action along with her. In English the
teacher says” Stand up, sit down, turn around, walk, jump” and do the
actions accordingly, students follow the same. After that she points out a
single student to perform the same action what she says. The students also
copy the sentences into their notebooks. In this way students learn a
language, even if they are unable to speak at first.
Principles: -
These are the following principles upon which teachers’ behavior is based: -
Principles: -
The principles of content-based instructions are as follows: -
Along with communicative tasks, focused tasks are designed. These tasks
can be designed in such a way that they encourage students.
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What is the difference between curriculum and syllabus
designing?
Product oriented.
Process oriented.
❖ Product oriented.
A product-oriented syllabus focuses on things learnt at the end of the
learning process (outcomes) rather than the process itself.
Grammatical, functional and lexical syllabi are product-oriented as they
focus on grammatical, functional and lexical outcomes.
Types of products oriented.
o The grammatical.
o The situational.
o The notional-functional.
o Situational syllabus.
A situational syllabus is one in which the content of language teaching is
a collection of real or imaginary situations in which language occurs or
is used. A situation usually involves several participants who are engaged in
some activity in a specific setting.
Skill based syllabus.
Skill-based syllabus. •Askill-based syllabus to syllabus design focuses on
the different. underlying abilities that are involved in using a language
for. purposes such as reading, writing, listening, or speaking.
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Task based syllabus.
A task-based syllabus is based on task-based learning, an approach
where learners carry out tasks such as solving a problem or planning
an activity. The language learnt comes out of the linguistic demands of the
activity. A task-based syllabus is structured around a series of these tasks.
Syllabus design:
A learning-centered syllabus focuses on the needs of the students and their
learning process.
A syllabus is a basic contract between the instructor and students, laying
out the responsibilities and expectations on both sides.
Course objective:
It specifies a behavior, skill, or action that a student can demonstrate if they
have achieved mastery of the objective. Course objectives form the
foundation of the class.
Everything in the course should work together to ensure students master
the course objectives.
Instructional Strategies: Strategies determine the approach a teacher may
take to achieve learning objectives and can be classed as direct, indirect,
interactive, experiential, or independent. The direct instruction strategy is
highly teacher-directed and is among the most commonly used.
course assignments:
Assignments usually take the form of written pieces of work that are set
by your course tutors. They also usually contribute towards your final
course mark or grade. The most common written assignments that students
are asked to produce are essays or reports.
Grading in evaluation:
Grading is a method of evaluating a student's performance. It is done in
the form of percentages, marks, letter grades, and more. Grades are usually
given on activities like projects assignments, tests, and more. They can also
be allotted on the basis of behavior as well.
Conclusion:
We use different strategies, approaches and styles to define the principle
of SLA.
We acquisite and learn a lot of things from our outer environment. Our
culture, tradition and myths all contribute not only in our language but
also in designing syllabus.
So, a curriculist always design the curriculum and syllabus as per the
needs, keeping in view the whole environment’s situation. They design
the language syllabus keeping in view on the schedule of people’s living
and what they require.
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REFRENCES:
Chastain, K. 1988. Developing Second-language Skills (3rd edn.). Chicago: Rand McNally
College Publishing Company. Coleman, A. 1929. ‘The teaching of modern foreign languages
in the United States.’ Vol. 12. American and Canadian Committees on Modern Languages.
Berlitz, M. 1887. Method Berlitz. New York: Berlitz and Company. de Sauza, E. 1929. The
Cleveland Plan for the Teaching of Modern Languages with Special Reference to French
(Revised edn.). Philadelphia: Winston, 1959.
Brooks, N. 1964. Language and Language Learning: Theory and Practice (2nd edn.). New
York: Harcourt Brace.
Curran, C. 1976. Counseling-Learning in Second Languages. Cliffside Park, NJ: Counseling-
Learning Institutes.
Asher, J. 2009. Learning Another Language Through Actions: The Complete Teacher’s
Guidebook (7th edn.). Los Gatos, CA: Sky Oaks Productions.
Breen, M. and C. Candlin. 1980. ‘The essentials of a communicative curriculum in language
teaching.’ Applied Linguistics 1/2: 89–112.
Techniques and principle in language teaching by Diane Larsen-Freeman and Marti
Anderson 3rd edition
https://drive.google.com/file/d/1-h__RAGJ6KFAt1T0-2Scwvc4tX-Rcx1N/view?usp=sharing
ENGLISH CURRICULUM AND MATERIAL DEVELOPMENT PENULIS: PRYLA ROCHMAHWATI,
M.Pd EDITOR: DR. AHMADI, M.Ag
https://drive.google.com/file/d/15AXLuh9Ml8NwBwJHvtgMUr0DlTKz6w4s/view?usp=sharin
g
http://olga-curriculum.blogspot.com/2009/02/curriculum-approaches.html?m=1
Curriculum Development in Language Teaching Jack C. Richards Southeast Asian Ministers of
Education Organization Regional Language Centre, Singapore
https://drive.google.com/file/d/15CsXEI_VoUggTB6St3rlOIhmTYBLfxyt/view?usp=sharing
Microsoft Word - ED502535X.doc
(PDF) State of the art: SLA theory and second language syllabus design (researchgate.net)
The Structural Syllabus and Second Language Acquisition on JSTOR
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Exercise
Question#01
Multiple choice questions. (1x10=10)
A)1,2,3
B) 4,5,6
C) 8,9,7.
5: Situational syllabus is
A)Product oriented
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B) Process oriented
C) Situational oriented
6: Course objective is
A)Action skill
B) Behavioural skill
C) Both A and B
Question #02
Answer the following short questions. (3x5=15)
Question no:03
Answer the detailed questions. (2x10=20)
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