Syllabus-Driven Materials
Anchored on StructuralFunctional Approach to
ELT
By: Rowena M. Matilla
De La Salle University-Dasmariñas
Cavite, Philippines
*All higher education institutions
must require Placement
Examination in the English
language for all incoming first-year
[college]students. Students who
fail the said exam must take and
pass a non-credit course entitled
English Plus, which will cover
grammar before they can be
allowed to take English 1.
NEW SYLLABUS
LEARNING RATIONALE
It places emphasis on making the learner aware of the
functions found in the context where he will be using
English and then on enabling him to perform these
functions correctly and appropriately in the language he is
learning.
TEACHING RATIONALE
It calls for an explicit means of functionally teaching
grammar since form and functions are not mutually
exclusive. It is, therefore, expected of a teacher to consider
the role of grammar in organizing information within
sentences texts, and in contributing to coherent
Conceptual Framework
The study
The study
Syllabus –driven modules/materials Syllabus-driven modules/materials
Mcgrath (2002) advised that the
decision to develop original
materials must be taken when a
new course/syllabus has been
designed for which no suitable
textbook can be found.
Mcgrath (2002) wrote in his process
of supplementary materials
design that if the syllabus is the
principal determining factor
behind what the writer does, this
can be called a SYLLABUSDRIVEN MATERIAL.
Conceptual Framework: SyllabusDriven Materials
• Anchored on Structural-Functional Approach to ELT
• (Ellis, 2002)
• (Richards, 1996/2004)
• (Lock, 1996)
.
The Syllabus –Driven Materials
(Design)
• Starter
• Input
• Content Focus
• Language Focus
• Grammar Points
• Tasks
• Reinforcement
A model for the Development of
Syllabus-Driven Materials
• Pre-Writing
• Material/Module Writing
• Evaluation
• Modification and Final Writing
Methodology
• The study used the 24-item questionnaire
developed by one of the faculty members.
Some parts of the instruments, however, were
modified to make the questionnaire appropriate
to a language teaching material. The syllabusdriven materials were evaluated based on
content, manner or presentation, and
usefulness.
Validation of Research Instrument
• A faculty member of the Languages and Literature
Department who also writes language teaching
materials and who also teaches Intensive English
validated the 24-item questionnaire used in
evaluating the syllabus-driven materials.
Procedures on Syllabus-Driven
Materials Development
• 1. Design the syllabus-driven material model.
• 2. Write the modules
• 3. Evaluate the modules
• 4. Revise and Write the final draft
Results
• Based on the study’s major objectives, which
was to write the fifteen syllabus-driven
materials that will develop the skills necessary
for different communicative functions, fifteen
syllabus-driven materials were written.
• Four syllabus-driven materials for each grading
period.
Results
• To determine if the modules are appropriate
instructional materials, an evaluation was done
based on CONTENT, MANNER of
PRESENTATION, and USEFULNESS. The
syllabus-driven materials were evaluated by two
internal evaluators and two external evaluators. They
also wrote their corrections, suggestions, and
recommendations for the materials.
Evaluation
A. Content
1.The content of the material is clear and well explained.
2. Practical grammar applications are well-taken.
3. The sample communication activities are adequate.
4. There are enough tasks at the end of each module.
5. The lesson provides a comprehensive coverage of the subject
matter.
6. The exercises enable the learners to gain the mastery of the
content
Evaluation
7. The exercises motivate the learners to gain the
mastery of the content.
8. The content is consistent with the subject objectives.
9. The content facilitates understanding and retention
of grammatical structure and communicative
functions.
10. Practical applications to life situations are
presented by the materials.
Evaluation
B. MANNER of PRESENTATION
1. The lay-out of topics is well-organized.
2. The lessons are properly sequenced.
3. Suggested activities are simple and easy to understand.
4. The activities are relevant to the structures being presented.
5. Questions/tasks at the end of each lesson very in terms of
level of difficulty.
6. The directions are concise, clear, and direct.
Evaluation
B. MANNER of PRESENTATION
7. The introduction informs the learners of the nature
of the content.
8. Lesson headings are used for clarity.
9. The lessons are appropriate to the level of students’
ability.
10.The activities/tasks help the learners become
proficient language users.
Evaluation
• C. USEFULNESS
The materials:
1. are useful to the learners
2. increase the students’ interest in studying English
3. Contribute confidence in using the English language
through its discussion on grammar and sample functions.
4. Are good substitute for a text book.
Result Interpretation
• The formula for *mean was used to determine the
average rating given by the evaluators on the three
criteria.
Results
• Intervals and their corresponding verbal description
were used to interpret and describe the rating of the
evaluators.
• Intervals
4.60-5.00 excellent
3.60-3.59 satisfactory
2.60-2.59 moderately satisfactory
1.00-1.59
poor
Results
• The fifteen syllabus-driven materials received an
over all rating of 4.65 (Excellent). Therefore, the
evaluation done on the materials’ content, manner of
presentation, and usefulness revealed that the
syllabus-driven materials developed by the author
are appropriate instructional materials.
Next Concerns?
• Evaluation of the materials by target users? Y/N
• Try-out the materials ? Y/N
The syllabus
• Structure: Modal Auxiliaries
• Functions: Offering Advice
•
Requesting
•
Offering to do Something
•
Transacting with a bank personnel
•
Offering Suggestions/Making Excuses
The Materials/Modules
• STARTER
Below is a quotation that offers advice on how to handle
problems/challenges. Give your comments about it. Also,
share your personal, effective ways to cope with problems in
some areas of your life.
“To cope effectively with problems, or too rise triumphantly to
challenges, may require courage, patience , sustained
energy, and imagination, but it also requires something even
more basic: realism.” Joan Bel Geddes
The Materials/ Modules
• INPUT
My Problem
(Dialogue)
CONTENT FOCUS
Skim through the dialogue again and answer the following
questions:
1. What would leah like to do?
2. Why is good relationship important?
The Materials/Modules
LANGUAGE FOCUS
Copy all sentences that:
Make a request
Express ability
Indicate necessity
Express ability
The Materials/Modules
GRAMMAR POINTS
(Discussion/Presentation of the grammar lessons)
TASKS
(Word Docs)
The Materials
• TASKS
• Directions: In pairs, (one as a waiter and the other as a
customer) take turns making requests, giving advice, asking
permission or offering to do something. Use the following
cues.
• Explain the charges on the bill.
The Materials
REINFORCEMENT
• Imagine that you are a member of the profession you
wish to be in the future. Make complete sentences
about the policies you would like to implement.
The Materials
Medicine
• As an emergency ward doctor, I would like to author
a policy statement that will reduce the span of time a
patient waits before a medical personnel attends to
his needs.
The Materials
• Every patient brought to the emergency room should
be attended to at the soonest time possible. There
must be adequate number of doctors in the ward at
any time, particularly during peak hours, the time
when the most number of emergency cases come in.
The ratio of the doctor-nurse tandem ought to be one
to one. ...
Conclusion
END
• TAPOS NA po .
It is over.
• SALAMAT po.
Thank you!
• Magandang Araw sa inyo lahat. (Have a great day
everyone).
•
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Syllabus-Driven_Materials