Questionnaire chapter 2

Currículo quiz 2
by Priscila Oñate

1-Why were “new methods” critized as a response to changing language teaching needs from the 1960s?
new methods were critized because they had taken little into account the situational or motivation of the students, the concern was the WHAT and the HOW but they left behind WHY and the evaluation.

2- What is the rationale behind the ESP approach to language teaching? In what ways is this approach different from earlier approaches to language teaching?
the rationale of the ESP about students is that they are usually studying English to carry out a particular role, such as foreign and also native people, in particular disciplines, areas of study, at work, occupations and different situations.

3- How did the ESP movement contribute to the concept of needs analysis?
contribute because every student has different needs and this approach starts with an analysis of the learner's needs.

4- How can register analysis and discourse analysis contribute to ESP? Suggest situations where they might be particularly important.
register analysis is useful and it contributes because it looks for vocabulary as simple words which includes frequency, adverbs, adjectives and the discourse is focused on not only words but strongly in sentences and with specific terms in varied fields.

5- Examine the sample of scientific English in Appendix 1 and the lists of features of scientific English from Ewer and Hughes-Davies given in this chapter. Which of these features are exemplified in the sample?
-ing replacing relatives
-compound nouns
-cause and effect results
-Words similar in form but with different functions-Suffix

6-Examine the Munby profile of communicative needs in this chapter. How might this apply to determining the needs of flight attendants who require training in English . Give examples of the kind of information that would be sought and suggest possible answers.
-Personal
Students of Pedagogy in English, around 20 and 22, Chilean University Studies
-Purpose
State school, students from medium background, very disruptive
-International variables
Develop a respectful way to communicate between students, teacher-students, teacher-teacher
-Medium
Spoken, Written, read, listened
-Dialects
Formal and casual, preferently formal
-Target Level
Intermediate Students
-Anticipated Communicative Events
Clarify information, describe events, expressing ideas and conclusions, oral communication in any circumtances
-key
Politely, massively, communication in English

7- What is the difference between grammatical competence and communicative competence? How is this difference relevant to syllabus design?
Communicative Competence is the capacity to use language appraisals in communication based on the setting, the roles of the participants and the nature of the transactions.
Grammatical Competence is the knowledge the people have about a language that underlies their capacities in producing and recognizing sentences in that language.
Syllabus design is relevant to this, because we have both types of competence having them as an end of the communicative approach.
Component we need to consider
Purpose, setting, role, communicative needs, discourse and rhetorical skills, the variety of spoken or written skills the students need to develop, grammatical content and lexical content.

8- What is meant by an ends-means model of curriculum development? What are the limitations of this approach?
Ends-means model means that it starts with a determination of language skills and the need of the learner in order to accomplish a specific role and tasks and then sets out to teach a language needed to get it.
The approach has a limitation and that is it encourages students to be develop in specific tasks rather that a whole language, so, students will have a lack of language referring to other matters which are part also of their social life.

9- Explain “system approach” to curriculum development. What criticisms have been made of this approach?
system approach is a model which integrates a plan of operation of all components of the system designated to solve problems or meet or need