Aims, Goals and Methodology of Syllabus Assessment, Needs Analysis and Evaluation.

Abstract

This paper explores the dynamics and dimensions of the perceivably feasible efforts aimed at remodeling the English Curriculum Design. The paper takes a significant thrust at outlining the thrusts aimed at renewing foreign language learning models while also taking into cognisance the elements of the language curriculum.

The proliferation of knowledge contributions around the bodies of knowledge which include education and language learning and acquisition necessitates that the current English curriculum designs be reviewed in the object of identifying areas that need modification or complete overhaul. This has to be done in the holistic efforts aimed at enhancing the language education designs in the direction of enhancing effectiveness and ensuring the fulfillment of learner’s needs and educators’ expectations. Badger, R, et al. (2000) quote Rod Ellis who articulates that, “…the learning process is path of discovery which obtains spontaneously and routinely only if particular conditions have been met.” The foregoing can be aptly applied to the learning of the English language. The effective and successful delivery of knowledge in English language learning environs demands that particular conditions be established and fulfilled from all dimensions in ways of putting the teachers’ and learner’s needs and capabilities into perspective.

Curriculum development has to be perceived as an ongoing and recurring process executed to establish the needs of a particular set of learners. The process is conducted to accomplish the goals of meeting the determined needs and to form foundations for appropriate curriculum, course framework as well as knowledge impartation techniques. Campbell, C. (1990) adds, “By extension the development process focuses on the dynamics of material to be used in the entirety of the learning process while entailing an assessment of the language programme culminating from the arrayed processes”. At the same breadth, Abbott, G, (1978) concurs that practice of curriculum development must be reflective of the needs examination and ideologies on the English language on its own, its teaching and its learning and acquisition.

Gaps in current curriculum design

In the development of English language curriculum models, curriculum planners must take into cognisance various theories and conceptual frameworks pertaining to the art and science of language learning. Feasible English language learning designs can be crafted basing on classroom observations and experiences in the preparations and instruction delivery. Previous studies conducted on the existing English curriculum designs have illuminated various areas that need further development. Swales (1990) has outlined points that require adequate attention in the processes English language learning curriculum design renewal. His researches pointed to the following areas as key points that need adequate attention by English language curriculum designers. Swales’ research indicates a yawning gap that exists in the classroom English language and language practice at work place.  Swales particularly unearthed the disparities that exist between texts learners have to read as well as write in workplace and also English classroom environs.

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The studies also point to the disparities between the classroom English practice and the English language expectations at work environments. The needs analysis in the studies conducted points to the various gaps that obtain in the process of knowledge impartation in the English language learning processes. Fanning, P. (1999) notes, “These among other findings indicate the elements that must be constituted in the efforts of renewing and remodeling the English curriculum design.” The salient objective will be to harmonise and marry classroom English learning and practical English language settings expectations in a manner to equip learners with requisite reading, ...

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