SyllabusDriven Materials Anchored on StructuralFunctional Approach to ELT

1
Syllabus-Driven Materials Anchored on
Structural-Functional Approach to ELT
By Rowena M. Matilla De La Salle
University-Dasmariñas Cavite, Philippines

2
All higher education institutions must require
Placement Examination in the English language for
all incoming first-year collegestudents.
Students who fail the said exam must take and
pass a non-credit course entitled English Plus,
which will cover grammar before they can be
allowed to take English 1.
3

• NEW SYLLABUS
• LEARNING RATIONALE
• It places emphasis on making the learner aware of
  the functions found in the context where he will
  be using English and then on enabling him to
  perform these functions correctly and
  appropriately in the language he is learning.
• TEACHING RATIONALE
• It calls for an explicit means of functionally
  teaching grammar since form and functions are not
  mutually exclusive. It is, therefore, expected of
  a teacher to consider the role of grammar in
  organizing information within sentences texts,
  and in contributing to coherent communication

4
Conceptual Framework

• The study

• The study

• Syllabus driven modules/materials
• Mcgrath (2002) advised that the decision to
  develop original materials must be taken when a
  new course/syllabus has been designed for which
  no suitable textbook can be found.

• Syllabus-driven modules/materials
• Mcgrath (2002) wrote in his process of
  supplementary materials design that if the
  syllabus is the principal determining factor
  behind what the writer does, this can be called a
  SYLLABUS-DRIVEN MATERIAL.

5
Conceptual Framework Syllabus-Driven Materials

• Anchored on Structural-Functional Approach to ELT
• (Ellis, 2002)
• (Richards, 1996/2004)
• (Lock, 1996)

.
6
The Syllabus Driven Materials(Design)

• Starter
• Input
• Content Focus
• Language Focus
• Grammar Points
• Tasks
• Reinforcement

7
A model for the Development of Syllabus-Driven
Materials

• Pre-Writing
• Material/Module Writing
• Evaluation
• Modification and Final Writing

8
Methodology

• The study used the 24-item questionnaire
  developed by one of the faculty members. Some
  parts of the instruments, however, were modified
  to make the questionnaire appropriate to a
  language teaching material. The syllabus-driven
  materials were evaluated based on content, manner
  or presentation, and usefulness.

9
Validation of Research Instrument

• A faculty member of the Languages and Literature
  Department who also writes language teaching
  materials and who also teaches Intensive English
  validated the 24-item questionnaire used in
  evaluating the syllabus-driven materials.

10
Procedures on Syllabus-Driven Materials
Development

• 1. Design the syllabus-driven material model.
• 2. Write the modules
• 3. Evaluate the modules
• 4. Revise and Write the final draft

11
Results

• Based on the studys major objectives, which was
  to write the fifteen syllabus-driven materials
  that will develop the skills necessary for
  different communicative functions, fifteen
  syllabus-driven materials were written.
• Four syllabus-driven materials for each grading
  period.

12
Results

• To determine if the modules are appropriate
  instructional materials, an evaluation was done
  based on CONTENT, MANNER of PRESENTATION, and
  USEFULNESS. The syllabus-driven materials were
  evaluated by two internal evaluators and two
  external evaluators. They also wrote their
  corrections, suggestions, and recommendations for
  the materials.

13
Evaluation

• Content
• 1.The content of the material is clear and well
  explained.
• 2. Practical grammar applications are well-taken.
• 3. The sample communication activities are
  adequate.
• 4. There are enough tasks at the end of each
  module.
• 5. The lesson provides a comprehensive coverage
  of the subject matter.
• 6. The exercises enable the learners to gain the
  mastery of the content

14
Evaluation

• 7. The exercises motivate the learners to gain
  the mastery of the content.
• 8. The content is consistent with the subject
  objectives.
• 9. The content facilitates understanding and
  retention of grammatical structure and
  communicative functions.
• 10. Practical applications to life situations are
  presented by the materials.

15
Evaluation

• B. MANNER of PRESENTATION
• The lay-out of topics is well-organized.
• The lessons are properly sequenced.
• Suggested activities are simple and easy to
  understand.
• The activities are relevant to the structures
  being presented.
• Questions/tasks at the end of each lesson very in
  terms of level of difficulty.
• The directions are concise, clear, and direct.

16
Evaluation

• B. MANNER of PRESENTATION 
• 7. The introduction informs the learners of the
  nature of the content.
• 8. Lesson headings are used for clarity.
• 9. The lessons are appropriate to the level of
  students ability.
• 10.The activities/tasks help the learners become
  proficient language users.
•  

17
Evaluation

• C. USEFULNESS
• The materials
• are useful to the learners
• increase the students interest in studying
  English
• Contribute confidence in using the English
  language through its discussion on grammar and
  sample functions.
• Are good substitute for a text book.

18
Result Interpretation

• The formula for mean was used to determine the
  average rating given by the evaluators on the
  three criteria.

19
Results

• Intervals and their corresponding verbal
  description were used to interpret and describe
  the rating of the evaluators.
• Intervals
• 4.60-5.00 excellent
• 3.60-3.59 satisfactory
• 2.60-2.59 moderately satisfactory
• 1.00-1.59 poor

20
Results

• The fifteen syllabus-driven materials received
  an over all rating of 4.65 (Excellent).
  Therefore, the evaluation done on the materials
  content, manner of presentation, and usefulness
  revealed that the syllabus-driven materials
  developed by the author are appropriate
  instructional materials.

21
Next Concerns?

• Evaluation of the materials by target users? Y/N
• Try-out the materials ? Y/N

22
The syllabus

• Structure Modal Auxiliaries
• Functions Offering Advice
• Requesting
• Offering to do Something
• Transacting with a bank
  personnel
• Offering Suggestions/Making
  Excuses

23
The Materials/Modules

• STARTER
• Below is a quotation that offers advice on how
  to handle problems/challenges. Give your comments
  about it. Also, share your personal, effective
  ways to cope with problems in some areas of your
  life.
• To cope effectively with problems, or too rise
  triumphantly to challenges, may require courage,
  patience , sustained energy, and imagination, but
  it also requires something even more basic
  realism. Joan Bel Geddes

24
The Materials/ Modules

• INPUT
• My Problem
• (Dialogue)
• CONTENT FOCUS
• Skim through the dialogue again and answer the
  following questions
• What would leah like to do?
• Why is good relationship important?

25
The Materials/Modules

• LANGUAGE FOCUS
• Copy all sentences that
• Make a request
• Express ability
• Indicate necessity
• Express ability

26
The Materials/Modules

• GRAMMAR POINTS
• (Discussion/Presentation of the grammar lessons)
• TASKS
• (Word Docs)

27
The Materials

• TASKS
• Directions In pairs, (one as a waiter and the
  other as a customer) take turns making requests,
  giving advice, asking permission or offering to
  do something. Use the following cues.
• Explain the charges on the bill.

28
The Materials

• REINFORCEMENT
• Imagine that you are a member of the profession
  you wish to be in the future. Make complete
  sentences about the policies you would like to
  implement.

29
The Materials

• Medicine
• As an emergency ward doctor, I would like to
  author a policy statement that will reduce the
  span of time a patient waits before a medical
  personnel attends to his needs.

30
The Materials

• Every patient brought to the emergency room
  should be attended to at the soonest time
  possible. There must be adequate number of
  doctors in the ward at any time, particularly
  during peak hours, the time when the most number
  of emergency cases come in. The ratio of the
  doctor-nurse tandem ought to be one to one. ...

31
Conclusion
32
END

• TAPOS NA po . It is
  over.
• SALAMAT po. Thank you!
• Magandang Araw sa inyo lahat. (Have a great
  day everyone).