Syllabus-Driven Materials Anchored on Structural-Functional Approach to ELT - PowerPoint PPT Presentation

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Syllabus-Driven Materials Anchored on Structural-Functional Approach to ELT

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Syllabus-Driven Materials Anchored on Structural-Functional Approach to ELT By: Rowena M. Matilla De La Salle University-Dasmari as Cavite, Philippines – PowerPoint PPT presentation

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Title: Syllabus-Driven Materials Anchored on Structural-Functional Approach to ELT


1
Syllabus-Driven Materials Anchored on
Structural-Functional Approach to ELT
By Rowena M. Matilla De La Salle
University-Dasmariñas Cavite, Philippines

2
All higher education institutions must require
Placement Examination in the English language for
all incoming first-year collegestudents.
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.
3
  • 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 communication

4
Conceptual Framework
  • The study
  • The study
  • 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.
  • Syllabus-driven modules/materials
  • 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
    SYLLABUS-DRIVEN MATERIAL.


5
Conceptual Framework Syllabus-Driven Materials
  • Anchored on Structural-Functional Approach to ELT
  • (Ellis, 2002)
  • (Richards, 1996/2004)
  • (Lock, 1996)



.
6
The Syllabus Driven Materials(Design)
  • Starter
  • Input
  • Content Focus
  • Language Focus
  • Grammar Points
  • Tasks
  • Reinforcement

7
A model for the Development of Syllabus-Driven
Materials
  • Pre-Writing
  • Material/Module Writing
  • Evaluation
  • Modification and Final Writing

8
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 syllabus-driven
    materials were evaluated based on content, manner
    or presentation, and usefulness.

9
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.

10
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

11
Results
  • Based on the studys 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.

12
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.






13
Evaluation
  • 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

14
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.

15
Evaluation
  • B. MANNER of PRESENTATION
  • The lay-out of topics is well-organized.
  • The lessons are properly sequenced.
  • Suggested activities are simple and easy to
    understand.
  • The activities are relevant to the structures
    being presented.
  • Questions/tasks at the end of each lesson very in
    terms of level of difficulty.
  • The directions are concise, clear, and direct.

16
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.
  •  

17
Evaluation
  • C. USEFULNESS
  • The materials
  • are useful to the learners
  • increase the students interest in studying
    English
  • Contribute confidence in using the English
    language through its discussion on grammar and
    sample functions.
  • Are good substitute for a text book.

18
Result Interpretation
  • The formula for mean was used to determine the
    average rating given by the evaluators on the
    three criteria.

19
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

20
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.

21
Next Concerns?
  • Evaluation of the materials by target users? Y/N
  • Try-out the materials ? Y/N

22
The syllabus
  • Structure Modal Auxiliaries
  • Functions Offering Advice
  • Requesting
  • Offering to do Something
  • Transacting with a bank
    personnel
  • Offering Suggestions/Making
    Excuses

23
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

24
The Materials/ Modules
  • INPUT
  • My Problem
  • (Dialogue)
  • CONTENT FOCUS
  • Skim through the dialogue again and answer the
    following questions
  • What would leah like to do?
  • Why is good relationship important?

25
The Materials/Modules
  • LANGUAGE FOCUS
  • Copy all sentences that
  • Make a request
  • Express ability
  • Indicate necessity
  • Express ability

26
The Materials/Modules
  • GRAMMAR POINTS
  • (Discussion/Presentation of the grammar lessons)
  • TASKS
  • (Word Docs)

27
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.

28
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.

29
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.

30
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. ...

31
Conclusion
32
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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