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Situation analysis

Group 3

9811211 郭孟倫

9811217 全寧恩

9811222 蔡騰輝

Dept. of English Instruction, NHCUE

9811223 賴芸鈺 9811241 徐鈺欣

Content

1. The goal of Situation analysis

2. Procedures

3. Factors

Societal factors Project factors Institutional factors Teacher factors Learner factors Adoption factors

Teacher factors •   Learner factors •   Adoption factors 4.   Profiling the factors 5.

4. Profiling the factors

5. Discussion

The goal of Situation analysis

Complements the information gathered during needs analysis A dimension of need analysis An aspect of evaluation

Complements the information gathered during needs analysis A dimension of need analysis An aspect of evaluation
Complements the information gathered during needs analysis A dimension of need analysis An aspect of evaluation

Procedures

1. Consultation with representatives

2. Study and analysis the relevant document

3. Observation of teachers and students in relevant setting

4. Surveys of opinions of relevant parties

5. Review of available literature related to the issue

Factors

Societal factors Project factors Institutional factors Teacher factors Learner factors Adoption factors

Societal factors Project factors Institutional factors Teacher factors Learner factors Adoption factors
Societal factors Project factors Institutional factors Teacher factors Learner factors Adoption factors
Societal factors Project factors Institutional factors Teacher factors Learner factors Adoption factors
Societal factors Project factors Institutional factors Teacher factors Learner factors Adoption factors
Societal factors Project factors Institutional factors Teacher factors Learner factors Adoption factors

Societal factors

Yet countries differ greatly in terms of the role of foreign languages in the community. (ex: Holland v.s. United States)

1. Status in the curriculum

2. Educational traditions

3. Experience in language teaching

4. Expectations of the members

Project factors

Projects are produced by a team of people. While constructing a project, they need to be aware of

Constraints of time Resources Personnel

Institutional Factors

1. A language teaching program is typically delivered in an institution such as a university, school, or language institute.

2. Institutions have their own "culture".

3. Functioning in unison/independently/in confrontational relationship

4. Leadership/physical resources/role of textbook/ administrative support/others

Teacher factors

1. Teachers are a key factor for implementation of curriculum changes.

2. Teacher may vary according to the following dimensions:

Language proficiency Teaching experience Skill and expertise Training and qualifications Teaching style Beliefs and principles

proficiency Teaching experience Skill and expertise Training and qualifications Teaching style Beliefs and principles
proficiency Teaching experience Skill and expertise Training and qualifications Teaching style Beliefs and principles
proficiency Teaching experience Skill and expertise Training and qualifications Teaching style Beliefs and principles
proficiency Teaching experience Skill and expertise Training and qualifications Teaching style Beliefs and principles
proficiency Teaching experience Skill and expertise Training and qualifications Teaching style Beliefs and principles

Learner factors

1. Learners are key participants in curriculum development project.

2. The learners’ … Backgrounds Expectations Beliefs Preffered learning style Attitudes

3. Learners may affect the outcome of a project in unexpected way.

Adoption factors

1. Any attempt to introduce a new curriculum,syllabus,or a set of materials must take into account the relative ease or difficulty of introducing change into the system.

2. Practicality is also a significant issue.

Profiling the factors

1. Goal: to identify key factors

2. Also known as SWOT analysis Strength Weakness Opportunities Threats

3. Situation analysis helps identify potential obstacles to implementing a curriculum project.

Discussion

1. Discuss a language teaching context you are familiar with and list two of the most important factors that are likely to influence the success of the program. Why?

2. What can be done in circumstances where teachers and learners have different expectations and beliefs about the nature of a language course?

Thanks for listening!