Step 2: Analysis of the Methodology and Syllabus After identifying the learning situation, we can begin to think about what type of methodology might be suitable. Inexperienced teachers may lack extensive knowledge of methodological theory but can still consider what type of teaching is appropriate. Possibilities include a traditional teacher centred methodology, a communicative approach or task based learning. Whether a structural, functional or other type of syllabus is suitable can also be considered. The most appropriate methodology and syllabus will depend on the group.
A starting point for identification of methodology might be claims made in the teacher’s book. The teacher can then look in the coursebook in an attempt to verify these claims (Cunningsworth, 1995: 97-108). In the case of the example, the coursebooks both claimed to use a communicative approach, which, although it cannot be clearly defined as a unified methodology, can be characterized by authenticity, real world simulation and meaningful tasks (Brown, 2001: 39). Analysis showed that not only was language usage taught, but was also combined with varying degrees of opportunity for use, which does imply perspectives based on communicative methodology (Larsen-Freeman, 1986: 123). However, the unit structures observed in both coursebooks implied a more traditional methodology.
In order to analyse the syllabus, a simple list of the sequencing of language items or uses can be made. Both coursebooks devoted each unit to the presentation of one or (a small selection) of grammatical structures, which were sequenced according to complexity, learnability and usefulness, which implies a traditional structural influence to syllabus design (Cunningsworth, 1995: 55). The sequencing was arranged reflecting a common ‘simple to complex’ pattern (Richards: 2001, 150). The courses covered structures which upper intermediate level students would be familiar with, such as past simple and continuous, and progressed to less frequently occurring, more complex or more difficult to learn structures. This sequencing of units determined by linguistic complexity is a characteristic typically associated with an Audio-Lingual methodology (Richards and Rodgers, 1986: 67).
The second step has revealed through observation that Coursebook X and Coursebook Y tend towards more traditional types of methodology and syllabi. Judgment can now begin to be made as to whether this is appropriate for the group.
