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Syllabus design

A PhD Course in Materials Design

ShahidChamran University of Ahvaz

A.R. Jalilifar

Despite a large number of Web-based and commercially-developed materials available to language institutes and schools, the need to respond to the contextual constraints has stimulated researchers interested in designing materials to further develop materials to cater to the specific needs of language learners. This calls for more attention given to designing materials in post-graduate programs to inform PhD students of current research and theories of materials development to be prepared forcarefully evaluating their local context, identifying linguistic goals, eradicating any potential difficulty,  and providing materials that are theory-based and pedagogically sound. This being said, the present course aims to cover the following topics:

1.language policy and materials design

(Kennedy & Tomlinson, in Tomlinson; Mickan; Shohamy)

2. Issues in materials development

(Basturkmen, ch 3; Harwood, ch 1; Tomlinson, ch 1)

3. SLA research and materials development

(R. Ellis, in Harwood; Mickan; Tomlinson, in Tomlinson, ch 2; )

4. Principles of materials development; content based approach; genre-based approach

(Evans, Hartshorn, & Anderson, in Harwood; Matsuo, & Bevan; Tomlinson, in Harwood; Tribble, in Harwood)

5. Technology in materials development; Designing online courses: A standards-based guide

(Reinders& White, in Harwood; Vai&Sosulski)

6. Language skills and materials design

(Brooks & Sw7ain; Burns & Hill, in Tomlinson;Hewings, in Harwood; Hughes, in Tomlinson; Ableeva&Stranks, in Tomlinson; Maley&Wrowse, in Tomlinson; Mickan; Mukundan&Nimehchisalem, in Tomlinson)

7. Designing target-based materials

(Bosher, in Harwood; Derewianka& Jones; Feak & Swales, in Harwood; Matsuo & Bevan;Mickan; Planken& Nickerson in Belcher; Monbec, 2020)

8. The application of discourse analysis to materials design

(Fenton-Smith, in Tomlinson)

 

 

 

 

 

 

 

References

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Brooks, L., & Swain, M. (2015). Students' voices: The challenges of measuring speaking for

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-------language education and policy: Making space for people (pp. 65-80). London: Routledge.

Derewianka, B., & Jones, P. (2016). Teaching language in context (2^nd ed.). Oxford:

------Oxford University Press.

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Goh, C. M. (2007). Emerging environments of English for academic purposes and the implications ------for learning materials. RELC, 29, 20-33.

Harwood, N. (2010). English language teaching materials. Cambridge: CUP.

Henry, A. (2007). Evaluating language learners' response to web-based, data-driven, genre teaching ------materials. ESP, 26, 462-484.

Matsuo, C., & Bevan, G. (??). Two approaches to genre-based writing instruction. A comparative ------study.

Mickan, P. (2013). Language curriculum design and socialization. Bristol: Multilingual Matters.

Monbec, L. (2020). Systemic functional linguistics for the EGAP module: Revisiting the common ------- core. Journal of English for Academic Purposes, 43, pp?

Planken, B., & Nickerson, C. (2009). English for Specific Business Purposes: Intercultural issues

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-------Purposes in theory and practice (pp. 107-126). Michigan: University of Michigan Press.

Posner, G., &Rudnitsky, A. (1986). Course design: A guide to curriculum development for teachers. London: ------Longman.

Shohamy, E. (2006). Language policy: Hidden agendas and new approaches. London: Routledge.

Tomplinson, B. (2013). Applied linguistics and materials development. London: Bloomsbury.

Vai, M., &Sosulski, K. (2017). Essentials of online course design. London: Routledge.

Yalden, J. (1988). Principles of course design for language teaching. Cambridge: CUP.