Outline I. Title II. Introduction III. Reasons and purposes for undertaking this project IV. Research aims V. Research questions VI. Research Methodology Introduction Teaching English language requires four basic skills employed in linguistics. These are reading, writing, speaking and listening. These are also the basic factors to consider when working out a lesson plan for an English class. All these factors when used together enables the learners to acquire and practice the new skills obtained from an English class (Satya, 2003). The methodology and curriculum for teaching English differs in various countries. For example in Saudi Arabia, the syllabus used in teaching English is usually oriented on its communication functions.
This is also evident in the syllabus guide that is issued by the Ministry of Education for guiding English teachers. Basically, English is taught for use in communication (Al-Mohanna, 2010). The intention of those who designed the syllabus was to change English from a very structured form into a simpler and easy to teach form (Richards, & Renandya, 2002). An effective English lesson needs to be divided into three main sections. These are introduction, development and review. Introduction section involves the English teacher introducing to the students the content of grammar.
The development section makes the largest part of the lesson (Wilkins, 1996). This involves taking the content of the English lesson and working it out considering the basic skills of writing, reading, speaking and listening. The other section is reviewing the main concepts that have been discussed during the lesson. One of the major factors that should be considered when developing English teaching curriculum is student diversity (Poulson, 2000). There exist diversity in every classroom such that some students will reach the required level of knowledge at different times rather that the times described in the terms of the curriculum.
This may be because some students may be native English speakers or others may be having special needs. Some students may not be well prepared for schooling due to economic constrains in their family background (Parida, 2010). This research therefore looks at various factors determining teaching methodology and curriculum in schools. Reasons and purposes for undertaking this project This research project on English teaching methodology and curriculum will be undertaken for the following reasons: i.
To find out the factors affecting effective teaching of English language in Saudi Arabia and other parts of the world ii. To find out the key role players in ensuring effective teaching methods for English language iii. To give recommendations on the best concepts to consider while designing an English teaching curriculum and also the best methodology to follow. Research aims This research aims at ensuring that the best curriculum for teaching English is put in place and also that the methodology applied in teaching English best suits both the students and the teachers. Research questions The questions to be used in obtaining the above information are divided into two.
Some of the questions are directed to the English teachers while others are directed to the school management. Questions to the English teachers: i. What is your level of education? ii. What other subject do you teach apart from English? iii. How many students are in your class? iv. What teaching method do you use for the number of students stated in (iii) above? v. Who dictates the teaching method that you use while teaching English? vi.
Are you comfortable with the teaching method? vii. If not, what changes would you like to be made? viii. Are you involved in designing the curriculum for teaching English? ix. If no, would you like to be involved? And what proposals would you give out? Questions to the schools management i. What priority do you give to English language among other subjects taught in the school? ii. What factors do you consider when designing the curriculum for teaching English language in the schools? iii. Do you think the teaching methodology and the curriculum used in teaching English gives the best results you would like? iv.
If no, how would you like to change it? Research Methodology This research will be carried out by use of interview method. Written interviews will be carried out on the teachers and the school management team using the above questions. The research tool to be used will be a questionnaire bearing the above questions. The researcher will read the questions to the interviewees and will put down the answers on the spaces provided in the questionnaire. The questionnaire will be simply designed with questions as listed above.
However, the researcher will have to travel to several schools in the area of study to collect wide and varied information. References Wilkins, A. (1996). National syllabuses: A taxonomy and its relevance to foreign language development. Oxford: Oxford University press. Satya, R. (2003). Modern Methods of Teaching English. New York: APH Publishing. Richards, J. & Renandya, W. (2002). Methodology in language teaching: an anthology of current practice. Cambridge: Cambridge University Press. Parida, B. (2010). Improving English Teaching: Role Of Psycho-Social Factors. New Delhi: Discovery Publishing House. Poulson, L.
(2000). The English curriculum in schools. New York: Continuum International Publishing Group. Al-Mohanna, A., (2010). English Language Teaching in Saudi Arabian context: How communicatively oriented is it? Harlow: Longman.
Wilkins, A. (1996). National syllabuses: A taxonomy and its relevance to foreign language development. Oxford: Oxford University Press
Satya, R. (2003).Modern Methods of Teaching English. New York: APH Publishing.
Richards, J. & Renandya, W. (2002). Methodology in language teaching: an anthology of current practice. Cambridge: Cambridge University Press.
Parida, B. (2010). Improving English Teaching: Role Of Psycho-Social Factors. New Delhi: Discovery Publishing House.
Poulson, L. (2000). The English curriculum in schools. New York: Continuum International Publishing Group.
Al-Mohanna, A., (2010). English Language Teaching in Saudi Arabian context: How communicatively oriented is it? Harlow: Longman.