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Translating general goals into syllabus objectives

Hi. 2

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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