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The Link Between Goals and Objectives

The document discusses how general goals at the curriculum level are translated into specific objectives at the syllabus level. Theoretical and philosophical views that shape a curriculum influence how general goals are formed, which then become the basis for specifying objectives in the three dimensions of a syllabus: language content, processes or means, and product or outcomes. Depending on which dimension the general goals place emphasis on, course designers will ask different key questions to determine the objectives in that dimension for the syllabus.

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Claire Hart
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257 views1 page

The Link Between Goals and Objectives

The document discusses how general goals at the curriculum level are translated into specific objectives at the syllabus level. Theoretical and philosophical views that shape a curriculum influence how general goals are formed, which then become the basis for specifying objectives in the three dimensions of a syllabus: language content, processes or means, and product or outcomes. Depending on which dimension the general goals place emphasis on, course designers will ask different key questions to determine the objectives in that dimension for the syllabus.

Uploaded by

Claire Hart
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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The link between goals and objectives

theoretical and philosophical views:

The c o n n e c t i o n b e t w e e n g e n e r a l gci.ils at ilu- c u r r i c u l u m level a n d specific o b j e c t i v e s at t h e s y l l a b u s level is c v K l c n i i n t h e effect w h i c h goals have o n t h e t h r e e c o n c e r n s o f a s y l l a b u s : t\u- i l i m c n s i o n s o f language c o n t e n t , processes o r m e a n s , a n d p r o d u c t <>f o i i i i o m c s . I n g e n e r a l , c u r r i c u l u m goals t e n d t o place e m p h a s i s o n one <>i . i i i o i h i - r o f these d i m e n s i o n s . I f a p a r t i c u l a r t h e o r y o f l a n g u a g e l i . i s l>fcn a d o p t e d as t h e f o u n d a t i o n u p o n w h i c h t o w r i t e a c u r r i c u l u m , t h e n course designers are a p t t o ask k e y q u e s t i o n s a b o u t l a n g u a g e content M K h as these: 1 . W h a t e l e m e n t s , i t e m s , u n i t s , o r themes o f l a n g u a g e c o n t e n t s h o u l d be selected f o r i n c l u s i o n i n t h e syllabus? 2 . I n w h a t o r d e r o r sequence s h o u l d t h e elements be presented i n t h e syllabus? 3 . W h a t are t h e c r i t e r i a f o r d e c i d i n g o n t h e o r d e r o f elements i n t h e syllabus? O n t h e o t h e r h a n d , i f ideas a b o u t l a n g u a g e l e a r n i n g o r a p a r t i c u l a r p h i l o s o p h y o f e d u c a t i o n h a v e h a d a s t r o n g i n f l u e n c e i n s h a p i n g t h e course goals, t h e n course p l a n n e r s w o u l d necessarily ask q u e s t i o n s a b o u t t h e process d i m e n s i o n : 1. I l o w s h o u l d l a n g u a g e be presented t o f a c i l i t a t e t h e a c q u i s i t i o n p r o i ess? .'. t W l i . i t s l i o u M In- t h e roles o f teachers a n d learners i n t h e l e a r n i n g |)i<n ess.'' l i i i w s h o u l d the m a t e r i a l s c o n t r i b u t e t o t h e process o f l a n g u a g e l e a r n ui|', u i the t l a s s r o o m ? I l o w e v e r , w h e r e general goals i n t e r m s o f specific achievements p l a y e d t h e d o m i n a n t r o l e i n s h a p i n g t h e c u r r i c u l u m , course w i l l ask p r o d u c t / o u t c o m e q u e s t i o n s . F o r e x a m p l e : 1 . W h a t k n o w l e d g e is t h e l e a r n e r expected t o a t t a i n b y t h e e n d o f t h e course? W h a t u n d e r s t a n d i n g s based o n analyses o f s t r u c t u r e s a n d l e x i s w i l l learners have as a n o u t c o m e o f the course? 2 . W h a t specific l a n g u a g e s k i l l s d o learners need i n t h e i r i m m e d i a t e f u t u r e , o r i n t h e i r p r o f e s s i o n a l lives? H o w w i l l these s k i l l s be presented i n t h e syllabus? 3. W h a t techniques o f e v a l u a t i o n or e x a m i n a t i o n i n the target language w i l l be used t o assess c o u r s e outcomes? T h i s l i n k a g e is s h o w n g r a p h i c a l l y i n d i a g r a m 4 : t h e t h e o r e t i c a l a n d p h i l o s o p h i c a l v i e w s w h i c h m o l d t h e i n t e l l e c t u a l t o n e o f a c u r r i c u l u m affect how g e n e r a l goals are f o r m e d . These general goals, i n t u r n , b e c o m e the basis f o r s p e c i f y i n g o b j e c t i v e s i n t h e three d i m e n s i o n s o f a s y l l a b u s : l a n g u a g e c o n t e n t , processes o r m e a n s , a n d p r o d u c t o r o u t c o m e s . have designers general goals

Diagram 4

How goals become instructional objectives

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