Research-driven Curriculum Design

Chapter 1: Introduction
Chapter 2: Review of Literature

2.1. Conceptual Background: Theoretical Influence on the Basis of Language Curriculum

2.1.1. Acquisition-learning distinction

2.1.2. Comprehensible input

2.1.3. Affective filter

2.1.4. Competence and performance in language

2.1.5. Nature of linguistic communication

2.2. Design and Procedural Background: Communicative Curriculum in Theory and Practice

2.2.1. Nature of language

2.2.2. Nature of language learning
2.2.3. Nature of educational-cultural philosophy

2.3. Research-wise Background: Studies in relation to English Speaking Skills

2.4. Authentic Materials and Communicative Competence

Chapter 3: Needs Assessment

3.1. A Snapshot of the Needs Assessment

3.1.1. 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 Course

3.2.1. Data collection procedures

3.2.1.1. A writing activity

3.2.1.2. Student Interviews

3.2.1.3. Teacher interviews

3.2.1.4. Questionnaires to the students

3.2.1.5. Meeting

3.2.2. Data analysis procedures

3.2.3. Results of the needs assessment

3.2.3.1. Results of the writing activity

3.2.3.2. Results of the teacher interviews

3.2.3.2.1. Results of the interviews with content department teachers
3.2.3.2.2. Results of the interviews with the English language teachers
3.2.3.2.3. Results of the interviews with students
3.2.3.3. Results of the student questionnaire
3.2.3.3.1. Results for the perceived difficulty on the skills
3.2.3.3.2. Results for the perceived importance on the skills
3.2.3.3.3. Results for the topic selection
3.3. Reflections from the Needs Assessment to Use in the Design of the Further Speaking Skills Curriculum
Chapter 4: Curriculum Design
4.1 Description and Components of the Curriculum Design Model Used
4.2. Application of the Model to the Further Speaking Course
4.2.1. Articulating beliefs. 50 4.2.2. Defining the context and needs assessment
4.2.3 Formulating goals and rationale
4.2.3.1. Goals
4.2.3.2. Course rationale
4.2.4. Conceptualizing content and course grid
4.2.5. Organizing the course and course syllabus
4.2.6. Refined course goals and intended learning outcomes
4.2.6.1. Goals and intended learning outcomes for FSC
4.2.7. Instructional planning and an instructional plan for the FSC
4.2.8. Methods (teaching) strategies
4.2.8.1. Learner roles
4.2.8.2. Teacher roles
4.2.8.3. The roles of instructional materials
4.2.8.4. Instructional activities to be used
4.2.9. Planning Evaluation and an Evaluation Plan for the FSC
4.2.9.1. Course evaluation
4.2.9.2. Student evaluation
4.2.9.2.1 FSC Class evaluation plan
Chapter 5: Unit and Lesson Plan
5.1. Unit Plan
5.1.1. Rationale
5.1.2. Introduction
5.1.3. Sequence
5.1.4. Instructional foci
5.1.5. ILOs
5.1.6. General teaching strategies
5.1.7. Unintended learning outcomes
5.1.8. Evaluation
5.2. Lesson Plan
Chapter 6: Field Testing of the Unit Plan

Chapter 7: Discussion

7.1. Comments on the Process and Design
7.2. Suggestions for Further Course Design Work