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INGRID GARSCHALL ibw-Forschungsbericht 143 | Fremdsprachen für die Wirtschaft
3.1.5 GUIDELINES FOR METHODOLOGY
The section on methodology does not necessarily belong to syllabus design, but it is crucial for
course design. The Austrian syllabus’ structure includes a section on methodology and therefore
it is suggested to alter the statements on methodology, although the contents section in the
revised version of the syllabus already provides information on how to teach.
Hutchinson and Waters (1987:138,140) exploit ten simple techniques which show how to put
theory into practice and which can be applied in almost any lesson. These techniques were used
as a basis for recommendations in the section on ‘guidelines for methodology’ to be added in
the revised syllabus document.
3.2 The Product: ‘A Task-based Syllabus for VOLL for Joiners’
The adapted syllabus document (cf. Appendix 2) contains the following sections:
■ Educational and teaching objectives
■ Grouping of students
■ Target to achieve
■ Guidelines for methodology
■ Specification of content – professional settings
■ Appendix: Council of Europe – Self-assessment grid
3.3 The Adapted Course Book – A Concept
Recognising that Knock on Wood, the course book in use, has certain strengths but also limitations,
the following changes are suggested:
Since the syllabus in its current version cannot be fulfilled and since it does not meet the learners’
needs to a desirable extent, it was decided to base the new edition of the textbook on the
adapted version of the syllabus document. According to the results of the needs analysis, the
following changes in the concept are proposed:
■ Introducing ‘professional settings’ instead of the concept of A- and B-units. These settings
refer to the training priorities established by learners and deal with tasks covering general
topics in a professional context.
■ Tasks for two groups of language learners (pre-intermediate, intermediate).
■ The self-assessment grid (Council of Europe) in German should be included in the
students’ book. The teacher’s book should also include a short questionnaire about
learning preferences.
■ Self-assessment and awareness-raising activities should be included after each
professional setting.
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