i. Approach. There are two broad approaches on educational …show more content…
CIPP model. Another evaluation model was stated by Nunan (1992, p.193) which is Stufflebeam’s (1971) CIPP model. CIPP stands for the evaluation of “context, input, process and product” which is presented in figure 4. Figure 4: CIPP model (Stufflebeam, 1971) 2.9.3. Nunan’s model. Nunan (1992, p.191) depicts some curriculum areas as the main points of focus for program evaluation under which he poses some questions. The areas are briefly summarized below.
i. The planning process. It includes needs analysis and content analysis. Needs analysis, as discussed earlier, focuses on the effectiveness of needs analysis procedure, course planning, subjective/ objective needs etc whereas content analysis poses questions on the appropriateness of goals and objectives, contents and constraints. ii. Implementation. The implementation of curriculum depends on these factors:
a. Methodology: The focusing points are the relevance and appropriateness of materials, methods and activities.
b. Resources. The key queries on this topic is on the suitability and adequacy of resources as materials serve as a resource of language learning which guides both learners and teachers.
c. Teachers. Teacher’s classroom management skills are the main …show more content…
Language skills are often categorized as receptive and productive skills. Listening and reading are considered as receptive skills whereas speaking and writing are the productive skills. In an EFL context, listening and speaking skills play an active part in language learning. These skills integrate each other because listening provokes speaking while speaking invites listening. Not only listening is a prerequisite to speaking but also a basis that provide foundation for the other skills. Nord (1980, p.17) claimed that the best method to build up one’s cognitive map of the mind is to practice meaningful listening. In the next few sub-sections, a brief review on listening and speaking, their role in history, problems teachers and learners face will be discussed.
2.11.1. Listening. According to Rost (1991), listening is an “active process” of employing “active thinking” where learners must develop an “active attitude” about understanding and “active strategies” (i.e. cognitive, metacognitive) for making sense of what they hear (p.7). It is the integration of one’s perception, analysis and synthesis skills. Richards (2008) explored the teaching of listening from two perspectives:
i) Listening as “comprehension” where the role of listening is to help develop learner’s abilities to understand