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A reformulation of ELT curricula through a critique of established theoretical models and a case study of the ELT curriculum at De La Salle University, ManilaTomlin, Steve, n/a January 1990 (has links)
This thesis undertakes a reformulation of ELT curricula by means of a
critique of established theoretical models and a case study of the ELT
curriculum at De La Salle University (DLSU), Manila.
The thesis proceeds in accordance with the precise that a sound
theoretical and philosophical perspective is crucial to any task of
curriculum development and criticism and thus derives a theoretical/
philosophical perspective from a consideration of ELT in the context of
the philosophy of education and linguistic, applied linguistic,
sociolinguistic, learning and curriculum theories.
The argument is presented that any model of language as communication
derived from linguistics and applied linguistics is not amenable to
translation into descriptive rules of 'use' and hence a pedagogic grammar.
Such theoretical perspectives, in only deriving partial models of 'use',
are largely inadequate in the context of a concern with language teaching.
Input from cognitive learning theory however suggests that teaching
language as communication requires a curriculum approach focusing on
'open' communicative procedures rather than systematic techniques premised
on language description and exemplified by a syllabus-based structure. It
is thus argued that communicative language teaching requires 'open',
methodology-based procedures that provide a markedly subordinated role for
syllabus. The advocated form of communicative language curriculum is thus
described as employing an 'open' rather than a 'closed-system') approach.
It is also maintained that the ELT debate on communicative curricula has
largely ignored crucial issues in curriculum theory and the philosophy of
education - especially the distinction between 'education' and 'training'.
This theoretical debate enables the derivation of a revised taxonomy of
language curricula to replace the orthodox dichotomy into General English
and ESP. The argument is presented that there are essentially two
approaches to the curriculum - closed-system and open approaches - and
that within each approach there are two curriculum types. Through revised
definitions, the intents of 6E and ESP curricula are distinguished and a
new taxonomy of four possible curriculum types, including that of a
Focused English Learning (FED curriculum, presented.
The principles derived from the theoretical discussion and reformulated
taxonomy enable an 'illuminative' case study investigation of an example
curriculum: the ostensibly English for Specific Purposes (ESP) curriculum
for Engineers employed at DLSU. This case study, by examining curriculum
justification and intent and illuminating the nature of the problem at the
university, illustrates, by example, aspects of the reformulated taxonomy.
The case study findings detail crucial aspects of the interface between
theory and local practice and expose the curriculum at DLSU as inherently
contradictory, based on an inaccurate notion of ESP, and principally
concerned with the pursuit of broadly educational aims through a mainly
training-based, closed-system and non-communicative curriculum.
The thesis concludes by proposing that the orthodox dichotomy between GE
and ESP curricula is inappropriate and fails to reflect the various and
possible forms of curricular intent. This has been a consequence of a
theoretical emphasis on linguistics and sociolinguistics and an inadequate
consideration of the philosophy of education and learning and curriculum
theories. The inadequacy of the established dichotomy has led to
confusion in application (as demonstrated through the case study) that
could be avoided through the adoption of the reformulated taxonomy.
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An exploratory study of student and instructor characteristics to determine the extent to which self-directed learning can be introduced in the undergraduate curriculum in the PhilippinesHsu, Jean Edwina, n/a January 1998 (has links)
This research was in the area of self-directed learning, largely resulting from
the researcher's experience with it whilst in Australia. However, the intent of this
study was to consider factors which would affect the implementation of self-directed
learning principles into the Philippine context.
Education in the Philippines can be described as primarily engaged in the
transmission of knowledge. The structure and culture of education in the Philippines
is one that largely supports a teacher-directed learning environment. Students are
conditioned to be dependent on teachers and are used to studying with the security
of a clear structural plan with very limited opportunities to apply self-directed
learning principles. This approach to education produces static knowledge and
denies the expression and cultivation of the learner. Hence, there is a need to
promote self-directed learning as part of the curriculum.
In attempting to introduce self-directed learning (SDL) in the Philippines, it is
important to analyse student and instructor characteristics which could influence the
extent to which it is applied in the undergraduate university curriculum. This
research project gathers in-depth information on the conduciveness of integrating
self-directed learning in the undergraduate curriculum of De La Salle University
(DLSU) in the Philippines.
This exploratory study aimed to respond to the statement "What is the level of
readiness for self-directed learning of undergraduate students from De La Salle
University? What are the student's perceptions of education, their role in the
educational process, the role of peers and the role of their instructors? What is the
instructor's education orientation? What are the perception of instructors on the
purpose of education, the nature of learners, characteristics of learning
experiences, management of learning experiences, evaluation and the relationship
between the educators and learners and between learners themselves? Are these
perceptions similar and would it be possible to introduce self-directed learning
principles to an undergraduate curriculum for traditional students in De La Salle
University?" The response to these questions could be used in determining whether
self-directed learning principles could in fact be applied in the Philippines, as well as
determine the appropriate balance of pedagogical and andragogical instruction
techniques.
Twenty-three instructors and one hundred students from De La Salle University
in the Philippines participated in the study. Instructors completed the Educational
Orientation Questionnaire and students completed the Self-Directed Learning
Readiness Survey. Follow up intewiews were also conducted to confirm findings
resulting from the survey.
Findings indicate that instructors have an orientation that is a combination of
both pedagogical and andragogical techniques and that students perceive
themselves as having self-directed learning readiness. As a number of learning
situations already utilise andragogical and self-directed learning principles, the
challenge is to promote and encourage SDL and implement it on a wider scope.
Some recommendations have been included in this research on how to implement it
in De La Salle University.
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