The Language1 Teaching Matrix

The document describes the key components of the language teaching matrix: 1. Needs analysis to understand learners' language needs 2. Goals and objectives to define what learners should be able to do 3. Syllabus design which can be structured, functional, or notional 4. Methodology which specifies the teacher and learner roles and learning activities 5. Testing and evaluation to assess learners' proficiency and progress It relates syllabus and method, explaining that theories of language influence syllabus design and methodology. Different teaching methods are outlined along with the roles of teachers and learners.

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The Language1 Teaching Matrix

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Ami Ca

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Download as PPT, PDF, TXT or read online on Scribd

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THE LANGUAGE THE LANGUAGE

TEACHING MATRIX TEACHING MATRIX

By Jack C. Richards
INDEX
1 uescrlbe ln deLall Lhe elemenLs wlLhln each
componenL
2 8elaLe Lhe lssue of syllabus and meLhod
3 Lxplaln Lhe role of Leacher and sLudenLs ln
each one of Lhe currlcula or syllabus
menLloned
4 8elaLe meLhod selecLed and acLlvlLles Lhrough
whlch lL wlll be lmplemenLed ln classroom
3 8elaLe meLhod conLenL LaughL and evaluaLlon
sysLem and Lechnlques
1 Descr|be |n deta|| the e|ements
w|th|n each component
A Needs ana|ys|s
lLuaLlon analysls
ommunlcaLlve needs analysls
8 Goa| and ob[ect|ves
ehavloural ob[ecLlves
lllsbased ob[ecLlves
onLenLbased ob[ecLlves
9roflclency scales
C Sy||abus des|gn
1 Descr|be |n deta|| the e|ements
w|th|n each component
D Methodo|ogy
pproach or phllosophy
8ole of Lhe Leacher
8ole of Lhe learners
earnlng acLlvlLles and Lass
nsLrucLlonal maLerlals
L 1est|ng and eva|uat|on
9roflclency LesLs
9lacemenL LesL
A NLLDS ANALSIS
%%4 appr4aches)
lLuaLlon analysls focused on general parameLers of a
language
ommunlcaLlve needs analysls focused on Lhe speclflc
communlcaLlve needs of language learners
8 GCALS AND C8ILC1IVLS
ehavloural ob[ecLlves musL unamblguously descrlbe
Lhe behavlour Lo be performed
s well as descrlbe Lhe condlLlons under whlch Lhe
performance wlll be expecLed Lo occur
and flnally Lhey should sLaLe a sLandard of accepLable
performance %Lhls ls crlLerla)
lllsbased ob[ecLlves peclfy mlcrosllls or processes
LhaL accounL for fluency ln an speclflc macroslll
such as readlng wrlLlng llsLenlng or spealng 1he
currlculum planner Lrles Lo speclfy Lhe compeLencles
LhaL accounL for funcLlonal ablllLy ln a glven slll buL
8 GCALS AND C8ILC1IVLS
onLenLbased ob[ecLlves peclfy ob[ecLlves ln
relaLlon Lo conLenL lsLs of funcLlons are also
employed as ob[ecLlves uslng sllls Laxonomles ans
conLenLbased descrlpLlons as ob[ecLlves Lhe
dlsLlncLlon beLween ob[ecLlves and syllabus LhaL ls
beLween goals and ob[ecLlves has been blurred
9roflclency scales 9rogram ob[ecLlves may speclfy a
level of proflclency such as survlval Lngllsh or level
3 on Lhe forelgn servlce oral proflclency scale
C SLLA8US DLSIGN
%lnd of syllabuses)
LrucLural organlzed prlmarlly around
grammar and senLence paLLerns
luncLlonal organlzed around
communlcaLlve funcLlons such as
ldenLlfylng reporLlng correcLlng
descrlblng
noLlonal organlzed around concepLual
caLegorles such as duraLlon quanLlLy
D ML1nCDCLCG
1he approach or phllosophy ls relaLed Lo assumpLlons
abouL Lhe naLure of language and language learnlng
need Lo be clarlfled 1eachers ans currlculum
planners need Lo flnd a ways of clarlfylng and
sharlng Lhelr percepLlons and bellefs Lo reach an
undersLandlng WhaL ls more Leachers have Lo
speclfy hos proflclency ln Lhe four baslc sllls ls
achleved
1he role of Lhe Leacher 1eachlng ls usually regarded
as someLhlng LhaL Leachers do ln order Lo brlng
abouL changes ln Lhelr sLudenLs 1here are mulLlple
Leacher roles monlLor of sLudenL learnlng
D ML1nCDCLCG
1he role of Lhe learners wlll relaLe Lo approaches Lo
learnlng aLLlLudes Lo learnlng preferred learnlng
sLyles and sLraLegles preferred language acLlvlLles
paLLerns of learnerLolearner lnLeracLlon paLLerns
of LeacherLolearner lnLeracLlon degree of conLrol
learners exerclse over Lhelr own learnlng how
learners characLerlze effecLlve learnlng and how
learners characLerlze effecLlve Leachlng
earnlng acLlvlLles Lass and experlences Leachlng
conslsL of Lhe acLlvlLles Lass and learnlng
experlences selecLed Lo help brlng abouL learnlng
and how Lhese are used ln Lhe classroom 1eachers

D ML1nCDCLCG
nsLrucLlonal maLerlals good lnsLrucLlonal
maLerlals are lmporLanL for Lhe process
of lnsLrucLlon Lhey seL ouL Lo Leachers Lhe
process of deflnlng lnsLrucLlonal
ob[ecLlves seLLlng learnlng Lass Lo aLLaln
Lhe ob[ecLlves lnformlng learners of whaL
Lass Lhey have Lo perform provldlng
guldance on how Lo perform Lass
provldlng pracLlce ln performlng Lass
provldlng feedbac on performance and
enhanclng reLenLlon of Lhe sllls Lhe
L 1LS1ING AND LVALUA1ICN
1radlLlonally 4 lnd of LesL have been dlsLlngulshed
accordlng Lo Lhe purposes Lhey are used for
9roflclency LesLs measure how well a learner can use
a language relaLlve Lo a speclflc purpose before a
course of lnsLrucLlon %1CLl)
9lacemenL LesLs used Lo place sLudenLs aL an
approprlaLe level wlLhln a language program
chlevemenL LesLs measure how much of a language
someone has learned ln a parLlcular course of sLudy
or program of lnsLrucLlon
ulagnosLlc LesLs alm Lo dlagnose sLudenLs parLlcular
L 1LS1ING AND LVALUA1ICN
We can flnd Lwo Lypes of evaluaLlon
ummaLlve evaluaLlon carrled ouL aL Lhe compleLlon
of a course or program ln order Lo measure hoe
effecLlve lL was ln aLLalnlng lLs goals
lormaLlve evaluaLlon carrled ouL durlng Lhe
developmenL and lmplemenLaLlon of a program ln
order Lo modlfy and revlse aspecLs of Lhe program
or Lhe maLerlals and Lo ensure Lhe efflclency of Lhe
program
ke|ate the |ssue of sy||abus and
method
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%EACHING ME%HODS AND %EACHER & LEARNER ROLES
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