Research-driven Curriculum Design

Gülçin Mutlu, Ph.D., works at İzmir Democracy University in Turkey.Ali Yıldırım, Ed.D., works at the University of Gothenburg in Sweden.

• Chapter 1: IntroductionChapter 2: Review of Literature2.1. Conceptual Background: Theoretical Influence on the Basis of Language Curriculum2.1.1. Acquisition-learning distinction2.1.2. Comprehensible input2.1.3. Affective filter2.1.4. Competence and performance in language2.1.5. Nature of linguistic communication2.2. Design and Procedural Background: Communicative Curriculum in Theory and Practice2.2.1. Nature of language2.2.2. Nature of language learning2.2.3. Nature of educational-cultural philosophy2.3. Research-wise Background: Studies in relation to English Speaking Skills2.4. Authentic Materials and Communicative CompetenceChapter 3: Needs Assessment3.1. A Snapshot of the Needs Assessment3.1.1. Who Were Involved in the Needs Assessment?3.1.2. What Types of Information Was Gathered? (Present Situation Analysis and Target Situation Analyses)3.1.3. How Was This Information Gathered?3.2. Needs Assessment Plan for the Further Speaking Course3.2.1. Data collection procedures3.2.1.1. A writing activity3.2.1.2. Student Interviews3.2.1.3. Teacher interviews3.2.1.4. Questionnaires to the students3.2.1.5. Meeting3.2.2. Data analysis procedures3.2.3. Results of the needs assessment3.2.3.1. Results of the writing activity3.2.3.2. Results of the teacher interviews3.2.3.2.1. Results of the interviews with content department teachers3.2.3.2.2. Results of the interviews with the English language teachers3.2.3.2.3. Results of the interviews with students3.2.3.3. Results of the student questionnaire3.2.3.3.1. Results for the perceived difficulty on the skills3.2.3.3.2. Results for the perceived importance on the skills3.2.3.3.3. Results for the topic selection3.3. Reflections from the Needs Assessment to Use in the Design of the Further Speaking Skills CurriculumChapter 4: Curriculum Design4.1 Description and Components of the Curriculum Design Model Used4.2. Application of the Model to the Further Speaking Course4.2.1. Articulating beliefs.504.2.2. Defining the context and needs assessment4.2.3 Formulating goals and rationale4.2.3.1. Goals4.2.3.2. Course rationale4.2.4. Conceptualizing content and course grid4.2.5. Organizing the course and course syllabus4.2.6. Refined course goals and intended learning outcomes4.2.6.1. Goals and intended learning outcomes for FSC4.2.7. Instructional planning and an instructional plan for the FSC4.2.8. Methods (teaching) strategies4.2.8.1. Learner roles4.2.8.2. Teacher roles4.2.8.3. The roles of instructional materials4.2.8.4. Instructional activities to be used4.2.9. Planning Evaluation and an Evaluation Plan for the FSC4.2.9.1. Course evaluation4.2.9.2. Student evaluation4.2.9.2.1 FSC Class evaluation planChapter 5: Unit and Lesson Plan5.1. Unit Plan5.1.1. Rationale5.1.2. Introduction5.1.3. Sequence5.1.4. Instructional foci5.1.5. ILOs5.1.6. General teaching strategies5.1.7. Unintended learning outcomes5.1.8. Evaluation5.2. Lesson PlanChapter 6: Field Testing of the Unit Plan Chapter 7: Discussion 7.1. Comments on the Process and Design7.2. Suggestions for Further Course Design Work