Email this article 
Hide
Show all
Needs Analysis and Course Design; A Framework for Designing Exam Courses
Abstract
This paper introduces a framework for designing exam courses and highlights the importance of needs analysis in designing exam courses. The main objectives of this paper are to highlight the key role of needs analysis in designing exam courses, to offer a framework for designing exam courses, to show the language needs of different students for IELTS (International English Language Testing System) exam, to offer an analysis of those needs and to explain how they will be taken into account for the design of the course. First, I will concentrate on some distinguishing features in exam classes, which make them different from general English classes. Secondly, I will introduce a framework for needs analysis and diagnostic testing and highlight the importance of needs analysis for the design of syllabus and language courses. Thirdly, I will describe significant features of syllabus design, course assessment, and evaluation procedures.
Keywords
Full Text:
PDFReferences
Bachman, L. (1990). Fundamental Considerations in Language Testing. Oxford; New York: OUP.
Baxter, A. (1997). Evaluating your Students. UK: Richmond Publishing.
Brown, D. (1995). Elements of language curriculum, A systematic approach to program development. Boston; Heinle & Heinle.
Brown, D. (2001). Teaching by Principles. Longman; New York: Pearson Education.
Burgess, S and Head, K. (2005). How to Teach for Exams. UK: Pearson Education.
Dickins, P and Garmaine, K. (1993). Evaluation. Oxford; New York: OUP.
Freeman, D. (1998). Doing teacher research: From inquiry to understanding. Boston: Heinle & Heinle.
Graves, K. (2000). Designing Language Courses: A Guide for Teachers. Boston; Heinle & Heinle.
Harmer, J. (2007). How to Teach English. Longman; UK: Pearson Education.
Harris, M and McCann, P. (1994). Assessment, Macmillan; Oxford: Macmillan Publishers Ltd.
Howatt, A. (1984). A history of English language teaching. Oxford: Oxford University Press.
Hughes, A. (1989). Testing for Language teachers. Cambridge; UK: CUP.
Hutchinson, T. & Waters, A. (1987). English for Specific Purposes. Cambridge: CUP.
May, P. (1996). Exam Classes. Oxford: OUP.
McEwan, N. ( 1995). Educational Accountability in Alberta. Canadian Journal of Education. 20.27-44
Munby, J. (1987). Communicative Syllabus Design Cambridge: CUP.
Naunton, J. and Hughes, J. (1997). Online Instruction Center, Teaching for the FCE in English, retrieved on 20.03.2013 from https://eltadvantage.ed2go.com/Classroom/Lessons.aspx?lesson=1&chpt=1&classroom=Fwhl7SbG1clEVE9BkBFbdT1q2qV3awzEB2ZRBM0mHMk%3d
Nunan, D. (1988). Syllabus Design. Oxford; New York: OUP.
Nunan, D. (1989). Designing Tasks for the Communicative Classroom. Cambridge: CUP.
Oxford, R. (1990). Language Learning Strategies: What Every Teacher Should Know. USA: Heinle & Heinle Publication.
Prodmorou, L. (1995). the backwash effect: from testing to teaching. ELTJ Volume 49/1, 1995, OUP.
Richards, J. C. (1990). The Language Teaching Matrix. Cambridge: CUP.
Richards, J. C. and Schmidt, R. (2002). Longman Dictionary of Language Teaching and Applied Linguistics. © Pearson Education Limited (Third Edition).
Stern, H. (1992). Issues and Options in Language Teaching. Oxford: OUP.
Tickoo, M. (1988). Michael West in India: a centenary salute. English Language Teaching Journal, 42, 4, 294—300.
Ur, P. (1991). A course in language teaching. Cambridge: New York: CUP.
Wilkins, D. (1976). Notional Syllabus. London: Oxford University Press.
DOI: https://doi.org/10.7575/aiac.ijalel.v.6n.6p.274
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution 4.0 International License.
2012-2023 (CC-BY) Australian International Academic Centre PTY.LTD.
International Journal of Applied Linguistics and English Literature
To make sure that you can receive messages from us, please add the journal emails into your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.