ELT507 CURRICULUM DEV.FOR ENG. FOR SPE.PURPOS
| Course Code: | 8200507 |
| METU Credit (Theoretical-Laboratory hours/week): | 3 (3.00 - 0.00) |
| ECTS Credit: | 8.0 |
| Department: | English Language Teaching |
| Language of Instruction: | English |
| Level of Study: | Graduate |
| Course Coordinator: | Assoc.Prof.Dr. ELVAN EDA IŞIK |
| Offered Semester: | Fall and Spring Semesters. |
Course Objectives
By the end of the course, students will be able to:
Demonstrate comprehensive knowledge of key theories, principles, and practices underlying ESP curriculum design and development.
Conduct thorough needs analyses, using appropriate research methods, to identify language requirements, learner profiles, and stakeholder expectations within diverse ESP contexts.
Design well-structured ESP curricula tailored to specific professional or academic contexts, clearly aligning learning objectives, content, methodology, assessment, and evaluation strategies.
Course Content
Curriculum development and course design as applied to ESP; language functions, notions and speech acts; principles of functional /notional or communicative syllabus strategies and techniques; designing structural interviews and questionnaires; discourse analysis and teacher training for ESP.
Course Learning Outcomes
-
Students will be able to independently design, develop, and implement coherent, context-sensitive ESP curricula informed by systematic needs analysis and contemporary curriculum theory.
-
Students will have developed the skills to create and critically evaluate authentic ESP instructional materials and assessments aligned with specific learner outcomes, disciplinary contexts, and professional requirements.
-
Students will demonstrate critical engagement with current ESP research and curriculum practices, enabling them to reflect systematically on their curriculum development decisions and pursue continuous professional growth.
Program Outcomes Matrix
| Level of Contribution | |||||
| # | Program Outcomes | 0 | 1 | 2 | 3 |
| 1 | demonstrate awareness of theoretical and applied knowledge about contemporary approaches, methods and techniques and use this awareness effectively in practice for various educational settings. | ✔ | |||
| 2 | synthesize, critically assess, and improve theoretical and practical findings on contemporary research. | ✔ | |||
| 3 | evaluate the existing instructional procedures, methods and techniques and make suggestions to improve new ones. | ✔ | |||
| 4 | carry out studies with a scientific point of view in order to meet the educational needs in national and international contexts with the aim of making contributions to the field. | ✔ | |||
| 5 | demonstrate the necessary skills to conduct independent research with scientific research methods and share research findings at academic meetings or other settings both orally and in written form. | ✔ | |||
| 6 | evaluate national and international instructional materials, exams and programs and design new ones. | ✔ | |||
| 7 | analyze innovative theories, applications and tools, and conduct research to suggest new ones. | ✔ | |||
| 8 | investigate the cultural differences and similarities that can be found in countries where English is spoken as native, second and foreign language, and use this knowledge to improve national English learning and teaching practices. | ✔ | |||
| 9 | analyze the theories and applications about the acquisition of English language as a second and foreign language and applied linguistics, and use this knowledge in relation to English language teaching and learning. | ✔ | |||
0: No Contribution 1: Little Contribution 2: Partial Contribution 3: Full Contribution