Haii...... Welcome back to my blog
In this occasion we will discuss about goal
What is the goal actually ?
Why we need a goal?
So... lets discuss about goal by read this paper below......
INTRODUCTION
The
goal of need analysis is to collect information that can be used to develop a
profile of language need of group of leaners in order to be able to make
decisions about the goals and content of language course.
However,
other factors apart from learner needs are relevant to
he design and
implementation of successful language programs which are carried out in
particular context or situation.
Each
context of s curriculum change or innovation thus contains factors that can
potentially facilitate the change its successful implementation. It is
important, to identify what these factors are and what their potential effects
might be when planning a curriculum change.
SITUATION ANALYSIS
Situation analysis is an analysis
of factors in the context of a planned or present curriculum project that is
made in order to asses their potential imoact on the project. These factors may
be politica, social, economic, or institutional. Situation analysis complements
the information gathered during needs analysis. It is sometimes considered as a
dimension of needs analysis. It is sometimes considered as a dimension of needs
analysis, and can also be regarded as an aspect of evaluation.
- Societal
Factors
Second or foreign
language teaching is a fact of life in almost every country in the world. Point
out that the circumstances of foreign language teaching are completely
different in both countries.
In examining the impact
of societal factors on language teaching. Therefore, the aim is to determine
the impact of groups in the community or society at large on the program. These
gropus include :
a)
Policy makers in
government
b)
Educational and other
government officials
c)
Employers
d)
The business community
e)
Politicians
f)
Tertiary education
specialists
g)
Educational organizations
h)
Parents
i)
Citizens
j)
Students
- Project
Factors
Curriculum
project are typically produced by a team of people. Projects are completed
under different constraints of time, resources, and personnel, and each of
these variables can have significant impact on a project. There should be
sufficient members in the project team to do the job and they should represent
a balance of skills and expertise.
If the
team members are highly committed to the project and share a common vision, it
is likely to encounter fewer difficulties than one where the project team
experience internal feuds and power struggles.
The
following project factors need tl to be considered :
a)
Constitutes
b)
Management and responsibilities
team
c)
Goals and procedures
d)
Resources and budgets
e)
Time
- Institutional
factor.
A
language teaching program is typically delivered in an institution such as s
university, school, or language institute. Different types of institutions
create their own "culture" that is, settings where people interact
and where patterns emerge for communication, decision making, role
relationships, and conduct. Morris (1994,109)
Institutions
also have their own wayd of doing things. Institutions also differ greatly in
their levels of professionalism. In some institutions, there is a strong sense
of professiona commitment and a culture of quality that influences every aspect
of the institution's operations.
In
addition to the human side of the institution, the physical aspects need to be
considered.
- Teacher
factors
Teacher
are key factor in the successful implementation of curriculum changes.
Exceptional teachers can often compensate for the poor-quality resources and
materials they have tp work from. But inadequately trained teachers may not be
able to make effective use of teaching materials not matter how well they are
designed. In any institution, teachers may vary according to the following
dimensions :
a)
Language proficiency
b)
Teaching experience
c)
Skill and expertise
d)
Training and
qualifications
e)
Morale and motivation
f)
Teaching style
g)
Beliefs and principles
In
planning a language program it is therefore important to know the kinds of
teachers the program will depend on and the kinds of teachers needed to ensure
that the program achieves its goals.
Among the
teachers factors that need to be considered in situation analysis are the
following :
a)
What kinds of teachers
currently teach in the target schools or institutions? What is their typical
background, training, experience, and motivation.
b)
How proficient are they
in English?
c)
What kinds of beliefs do
the teachers typically hold concerning key issues in teaching?
d)
What teaching loads do
teachers have and what resources do they make use of?
e)
What are the typical
teaching methods teachers use and believe in?
f)
To what extent are
teachers open to change?
g)
What opportunities do they
have for retraining through in-service or other kinds of opportunities?
h)
What benefits are the
proposed new syllabus, curriculum, or materials likely to offer teachers?
- Learners
Factors
Learners
are the key participants i curriculum development projects and it is essential
to collect as much information as possible about them before the project
begins. Here the focus kn on other potentially relevant factors such as the
learners' back grounds, expectations, beliefs, and preferred learning styles.
Learners have their own agenda in the language lessons they attend. These
agendas, as much as the teacher's objectives, determine what learners take from
any given teaching/learning encounter.
Learners
may affect the outcomes of a project in unexpected ways. For example, a
textbook or set of materials may be engaging, at a suitable level, and provide
a lot of useful practice but not be appreciated by students because they fail
to see any links between the book and an examination they are working toward.
Among
relevant learner factors therefore are the following :
a)
What are the leaners' past
languages learning experiences?
b)
How motivated are the learners
to learn English?
c)
What are their
expectations for the program?
d)
Do the learners' views on
language teaching reflect any culturally specific factors?
e)
Are they a homogeneous or
a heterogeneous group?
f)
What type of learning
approach do they favor?(e.g., teacher-Ied, student-focused, or small-group
work)?
g)
What type of content do
they prefer?
h)
What expectations do they
have for the roles of teachers, learners, and instructional materials?
i)
How much time can they be
expect to put into the program?
j)
What learning resources
will they typically have access today?
- Adoption
factors
Any
attempt to introduce a new curriculum, syllabus, or a set of materials must
take into account the relative ease or difficulty of introducing change into
the system. Curriculum changes are of many different kinds. They may affect
teachers' pedagogical values and beliefs, their understanding of the nature of
language learning, or their classroom practices and use of teaching materials.
Some changes may be readily accepted while others might be resisted.
- Profiling
the factors identified in the situation analysis
The goal
of situation analysis is to identify key factors that might positively or
negatively affect the implementation of a curriculum plan.
Situation
analysis thus serves to help identify potential obstacles to implementing a
curriculum project and factors that needed to be considered when planning the
parameters of a project. The next step kn curriculum planning involves using
the information collected during need analysis and situation analysis as the
basis for developing program goals and Objectives.
QUESTIONS :
- What is the meaning of SWOT?
- Is a swot analysis the same as a situation analysis?
- What is relation between SWOT in curriculum
teaching?
References
Richards, Jack 2001.
Curriculum Development in Language Teaching, Cambridge : Camridge
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