Curriculum Designing and Material Development

ASSIGNMENT

Name: Muhammad Qaees

Roll No. 2020-1327

Group members
Mahnoor Syed 2020-1319
Hafsa Iqbal 2020-1332
Nimra Rashid 2020-1302

Course: Curriculum Designing and Material Development

Topic: Principle of second language acquisition and teaching

Submitted to: Dr. Aroona Hashmi

Date: 30 Aug, 2021

 PRINCIPPLE OF
SECOND LANGUAGE ACQUISITION AND TEACHING

IINSTRUCTOR

DR. AROONA HASHMI

DEPARTMENT

 Institute of education and research

CONTENT LIST

 SECOND LANGAUGE ACQUISITION AND TEACHING

 LANGUAGE ACQUISITION THEORY
o The acquisition-learning hypothesis
o The natural order hypothesis
o The monitor hypothesis
o The comprehension hypothesis
o The affective-filter hypothesis
 PRINCIPLRES AND TEACHING STYLES OF SECOND LANGAUGE
o The grammar translation method (GTM)
o The direct method
o The audio-lingual method
o Communicative language learning
 Counseling-Learning approach
 Goals of language acquisition and teaching
 Principles of second language acquisition
o Content and sequencing
o Format and presentation
o Monitoring and assessment
 Communicative language teaching
o Total physical response
 winitz and reeds method
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  Lexical approach
o Content based instructions
o Task based language teaching
 Principles of task-based learning
 Using principles as framework for syllabus designing.
 Type of syllabus designing
o product oriented.
 Types of products oriented
 The grammatical syllabus
 The situational syllabus.
 The notional/functional syllabus
o Process oriented syllabus
o Types of process-oriented syllabus
 Situational syllabus
 Skill based syllabus
 Task based syllabus
 Content bases syllabus
 Syllabus design
o Practical guidelines to syllabus choice and design
o Steps to designing a syllabus
 challenges involved to design a syllabus
 Syllabus and designing also foster critical thinking
 The syllabus as a guide
 Course objective
 Course assignments
 Grading in evaluation
 Top tips to study designing and syllabus
 Provide effective feedback
 Conclusion
 References
 Exercise

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  DEFINING SECOND LANGAUGE ACQUISTION AND TEACHING:
The language that is learned after the native language or first language is
known as second language and the language acquisition always
occurs subconsciously. Acquisition is more likely “picking up” the knowledge.
For this, A teacher uses different kinds of techniques and activities in a
classroom. For instance, when someone say “I was in China for a while and I
pick up some Chinese.” it means he or she has acquired that language.

There is a theory called language acquisition theory on the basis of which

principle of second language stands and teacher uses different styles and
methods in the classroom for teaching second language.

 LANGUAGE ACQUISITION THEORY:

The following five hypothesis summarize the “language acquisition theory”.

❖The acquisition-learning hypothesis:

There are two ways either one can acquire language or one can learn
language. Language acquisition occurs subconsciously and we are not aware
that it is happening. For example, when we are reading a book or having
conversation. We think we are just having conversation but we are also
acquiring language at the same time.

On the other hand, language learning is a process that occurs consciously and
we know that we are learning and we try to learn. Language learning is
actually what we did in school and when we talk about rules of grammar, we
are learning then. If a learner, for example, says “I participates in class daily”
and a teacher says “no” it is “I participate in class daily” the learner has to
realize that “s” does not go on the first-person singular form of the verb and it
always goes on the third-person singular form of the verb.

❖The natural order hypothesis:

We acquire the second language in predictable order. Some vocab words and
grammatical things we acquire earlier and some we acquire latter, for instance,
we acquire the concept of simple sentences or “ing” marker earlier then
“if clause” or third-person singular “s”concept.

Research has shown some surprising effects about the natural order. It is not
true that the concept that is difficult for one will be difficult for all. It

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 is quite possible that the same concept will be easy for others. Some simple
rules like use of “s” with third person singular are acquired late. This creates
difficulty for the curriculum designer who present rules for the language
students from “simple” to “complex”. So, a rule that looks “simple” to
grammarian may be acquired late and the rule that looks “complex” may be
acquired earlier.

❖The monitor hypothesis:

The language that we produce is only the result of what we have acquired. We
speak fluently and easily after acquiring the language but the grammar rules
and regulations that we learned in the school have only one function: they act
as a monitor or editor.

When we are about to say a sentence in another language then consciously our
brain monitors its structure and also correct it. So, just before we say it, our
brain monitors the structure of the sentence consciously and also correct the
errors. Due to this, for monitoring, there are main three rules:
▪The monitor must know the rules. this is the difficult situation to meet
according to the linguists because remembering all the rules is no possible.
Even, the best student cannot remember all the rules and they cannot use all
the rules that they have remembered.
▪The monitor user must be thinking about correctness and must be focused on
the form. it is also difficult to keep in monitor that what are you talking
about and how you are saying.
▪An acquirer must have time to monitor and to think about where he/she
needs improvement.

❖The comprehension hypothesis:

We acquire language when we begin to understand. The comprehension

hypothesis answers the most impotent question of the language acquisition
theory and language education: how do we acquire language?

The answer is simple: we acquire the language when we understand what we

read and when we understand what people tell us. Simply, we acquire
language when we understand the aspects of the language (vocab, rules) that
we have not yet acquired.

According to the natural order hypothesis, we acquire the language in linear

order like 1, 2, 3 ..., After acquiring the first rule we move towards the second
and then third. The question is how we acquire the second rule after the first.
How we move from 787 to 788. How we move from “i” to “i+1” if “i” represents
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 the last rule that we acquired. We are able to do this with the help of language
that we have already acquired, our knowledge and context. Pictures are more
useful and comprehensible for the beginners.

▪According to the comprehensible hypothesis, all that is necessary is to

understand the massage. You have to acquire the given comprehensible input
and it is effortless as it needs no energy.

▪According to this, we acquire language by input. When we listen to someone or

when we have conversation with someone then we will acquire language. So,
talking loudly while plying or bathing will not improve your language because
it is output of what you have acquired already. That’s why, talking is not
practicing.

To sum up, students acquire the language in the natural order as a result of
getting comprehensible input.

❖The affective-filter hypothesis:

According to the Norm Chomsky, we all have a device in our brain that acquire
the language called language acquisition device (LAD). This device
plays important rule in acquiring the native language or second language.

The affective filter represents that how two students receive the same input
yet one student makes the progress while other will not.one is open to take the
input while other is not.

 PRINCIPLRES AND TEACHING STYLES OF SECOND LANGAUGE

 On the basis of all these hypotheses and a theory, there are some methods
for second language teaching and these methods focused on the principle
for the acquisition of second language and for teaching second language.

✓The grammar translation method (GTM):

This method is the oldest method used by Greek and Latin. This is also known
as the classical method because it was first used in the teaching of classical
languages.

In this method, teacher teaches the second language by

translating grammar of second language into the native language. For example,
if he is teaching in English “this is an apple” then he will also translate in native
language like “ya ak sayb hay”.
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✓The direct method:

This method was introduced during the World-War 1 by the Americans to train
their troops about the language of enemy. because of this, we also
called this the army method. In this method, a teacher uses direct strategy, he
without teaching them grammar or translation directly introduce them with
the structures and sentence. in this method, there is a fact of conveying the
meanings directly in the target language with the aid of visuals. If teacher,
for instance, wants to teach the word “apple” then he points out the apple and
the make them to pronounce the word “apple”.

✓The audio-lingual method:

This method was first introduced in 1960’s and also known as Oral-based
approach. Charles Fries (1945) of the University of Michigan led the way in
applying principles from structural linguistics in developing this method, and
for this reason, it has sometimes been referred to as the “Michigan Method”.
Later in its development, principles from behavioral psychology (Skinner
1957) were incorporated. The audio-lingual method drills students in the use
of grammatical sentence patterns. By using this method, a teacher uses
dialogue kind of activities or drills. when two students are communicating in
the target language, they are also acquiring a lot of structures and vocab
words. Here in the classroom teachers are restricted to use target language but
students can use their native language.

✓Communicative language learning:

In this method, a teacher considers their student a “whole person”. Whole-

person learning means that teachers consider not only their students’ intellect,
but they also have some understanding of the relationship among students’
feelings, physical reactions, instinctive protective reactions, and desire to
learn. The Community Language Learning Method takes its principles from the
more general Counseling-Learning approach developed by Charles A. Curran.

 Counseling-Learning approach:

Curran realized that adults are not comfortable while learning new things
so he suggested that a teacher should play the role of a counselor. A
language counselor means someone who is a skillful ‘understander’ of the
struggle students face as they attempt to internalize another language. The
teacher who can understand can indicate his acceptance of the student. By
7
 understanding students’ fears and being sensitive to them, he can help
students overcome their negative feelings and turn them into positive
energy to further their learning. So, the communicative learning is very
affective because teacher create friendly behavior in the class so that
students can feel free to speak and they can get more opportunity to
perform.

Goals of language acquisition and teaching.

People learn the second language for different purposes and this is also
very fruitful. According to the research a child at the age of six can acquire
more than seven languages and those children who are bilingual
or multilingual are more intelligent as compare to the monolingual. So,
acquiring more than one language is useful in a lot of fields of life. There are
some highlighted reasons and goals of acquiring second language in the
followings;

➢Some children are bilingual because their parents speak more than one
language. so, they become native in both. Sometime when siblings use another
language then they also learn the second language from their siblings.

➢Most of the people learn the second language for the religious purposes as
Muslims learn “Arabic” from Qur’an -ul-Kareem”. Christians often learn “Latin
“when they go in churches.

➢In most of the countries, official language is not same as the local language so
they learn the official language as a second language.

➢The central goal of teaching the second language is to make the speaker to
interact with the wider community. He learns and evolve by learning the
culture of other communities also.

PRINCIPLES OF SLA
On the basis of all these methods and theory, the principles have been
divided into three groups: -

 Content and sequencing

 Format and presentation

 Monitoring and Assessment

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 Content and Sequencing: -
This group of principles deal with whatever happens in the language
classroom. Aim of this principle is to make sure the learner gain useful
knowledge and they learn new things in the course.

Principle no.1: Frequency

Principle no.2: Strategies and autonomy
Principle no.3: Spaced retrieval
Principle no.4: Language system
Principle no.5: Keep moving forward
Principle no.6: Teach-ability
Principle no.7: Learning burden
Principle no.8: Interference

 Format and presentation: -

What happens in the classroom during learning are included in this
principle. It mainly focuses on the kinds of activities in the language course
and how students process the language course material in SLA.

Principle no.1: Motivation

Principle no.2: Four strands
Principle no.3: Comprehensible Input
Principle no.4: Fluency
Principle no.5: Output
Principle no.6: Deliberate learning
Principle no.7: Time on task
Principle no.8: Depth of processing
Principle no.9: Integrative motivation
Principle no.10: Learning style

 Monitoring and Assessment: -

In this, principles are ranked according to their importance. The first
principle is most important so it comes first and so on.
Principle no. 1: Ongoing needs and Environmental analysis
Principle no. 2: Feedback

 Communicative Language Teaching: -

This method broadly depends on communicative competence as the goal of
language learning. Some people have a strong knowledge of the target
language still they are unable to communicate.

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Experience: -
Let’s have a look at the class of immigrants in Canada. They are at a high-
intermediate level of English proficiency.
The teacher enters the class and distributes a handout which consists of a
sports column of a recent newspaper. Some sentences are written on the
page. The teacher then says to the class to express the same prediction in
some other way.
In this way, the teacher engages the whole class and let them
communicate.

Principles: -
These are the important principles underlying the behavior we
have observed: -
• During communication, the student has the choice of what to say and how
to say.
•The teacher acts as a facilitator and as an advisor in setting up
communicative activities.
• Students are given opportunity to express their ideas.
•It is teacher’s responsibility to create situation to promote communication.
•The teacher will not correct the errors, only note them and return to a later
point.
•Students work in small groups maximizes the amount of communicative
practice they receive.
• Emphasize on the process of communication rather than language forms.

 Total physical response: -

•In 1960s, James Asher’s research gave rise to the hypothesis that
language learning first starts with understanding and ends with production.
•At the very beginning, student’s speech will not be perfect but with the
passage of time the it will be more target like.

Natural Approach: -
• At first, students are unable to communicate but the teacher helps the
student to understand through their native language. In this way acquisition
will process naturally.

Winitz and Reeds method: -

In this method, student’s listen to tape recorded language and they are
supposed to respond even if they not speak.

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Lexical Approach: -
It is more concerned with student’s abundant input and what they receive.
The instructor talks extensively in the target language while sometimes
students show very little response.

Experience: -
Let’s have a look at the classroom located in Sweden. The instructor
introduces the technique through which they will learn English as a second
language. She will give a command in English language and students are
supposed to do that action along with her. In English the
teacher says” Stand up, sit down, turn around, walk, jump” and do the
actions accordingly, students follow the same. After that she points out a
single student to perform the same action what she says. The students also
copy the sentences into their notebooks. In this way students learn a
language, even if they are unable to speak at first.

Principles: -
These are the following principles upon which teachers’ behavior is based: -

 Meanings of the second language can be conveyed through actions.

 Learners have the understanding of target language before speaking.
 At first, students’ speech will not be perfect so teacher should be
tolerant.
 Make language learning in a way that student find it a fun, in this way
learning is more effective.
 When the student makes an error, correction should be in self-effacing
manner. It will help boost up their confidence.

Content based instructions: -

The content of a language course for a doctor is different from the language
course of an engineer or a computer technician. CBI integrates language
learning with learning of some other content.

Principles: -
The principles of content-based instructions are as follows: -

•Target of learning must be content and language.

•Teacher helps the students what they want to say by completing their
statement.
•Language is used as a medium to transfer content of interest to
students.
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 •Students work with the meaningful content within the context of
authentic material.
•When the learner work with authentic subject matter, they need
language support. So, instructor needs to provide a number of
examples so that they can easily grab.
•Teaching should build on learner’s previous knowledge.
• In CBI, teacher wants the student to master both language and
content.

Task based language teaching: -

In task-based language teaching, students acquire the language they need
when they need it in order to accomplish the task that has been set before
them.

Along with communicative tasks, focused tasks are designed. These tasks
can be designed in such a way that they encourage students.

Principles of task-based learning: -

 The teacher must provide a good model for second language.
 It focuses on the classroom processes.
 Tasks performed in the classroom are related to real life
communications.
 The role of teacher is as a sequencer of the task.
 The instructor has to prepare learners for task.
 The teacher evaluates students in the light of the task outcomes and
target language they used.
 Error correction can be done after the use of language.

❖ Using principles as framework for syllabus designing.

Syllabus is a specification of the content of a course of instruction and
lists what will be taught and tested. While syllabus design refers to the
process of developing a syllabus Curriculum development is a more
comprehensive process than the syllabus design

 What is syllabus designing?

A learning-centered syllabus focuses on the needs of the students and

their learning process. A syllabus is a basic contract between the
instructor and students, laying out the responsibilities and expectations
on both sides.

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  What is the difference between curriculum and syllabus
designing?

Curriculum contains the overall content as provided by an education

board for a particular course spanning across a stipulated time period.
Whereas syllabus explains the summary of different topics covered or
units that will be taught in a specific subject or discipline under that
particular course

 What is the importance of syllabus designing?

It conveys information about expectations.
The syllabus lays out your expectations for the quality of work you
expect from your students and shows students how they should
prepare for class. For example, the syllabus can explain whether
students are supposed to do the readings before or after class.

 What is the function of syllabus?

A syllabus lets students know what the course is about, why the course
is taught, where it is going, and what will be required for them to be
successful in the course

❖ Type of syllabus designing.

There are two types of syllabus designing.

 Product oriented.
 Process oriented.

❖ Product oriented.
A product-oriented syllabus focuses on things learnt at the end of the
learning process (outcomes) rather than the process itself.
Grammatical, functional and lexical syllabi are product-oriented as they
focus on grammatical, functional and lexical outcomes.
Types of products oriented.
o The grammatical.
o The situational.
o The notional-functional.

 The grammatical syllabus

A grammatical syllabus is based on the structures of a language. It
can be compared to other types of syllabi based around tasks,
vocabulary, functions or topics. ... A grammatical syllabus may start with
13
 the present simple, then the present continuous, then the past simple,
and so on

 The situational syllabus.

A situational syllabus is one in which the content of language teaching is
a collection of real or imaginary situations in which language
occurs or is used. A situation usually involves several participants who
are engaged in some activity in a specific setting.

 The notional/functional syllabus.

A notional-functional syllabus is a set of materials to be learned by
students of a second language. While learning to perform
communicative activities, students practice language structures that refer
to certain situations and ideas (notions).

❖ Process oriented syllabus.

A process-oriented syllabus focuses on the skills and processes

involved in learning language. It can be compared with a product-oriented
syllabus, which focuses on completed acts of communication, the outputs.

Process oriented psychology, also known as process work, is a holistic

psychotherapeutic approach that suggests unconscious material can be
experienced physically, interpersonally, or environmentally.

❖ Types of process-oriented syllabus.

The Structural Syllabus. The structural or grammatical syllabus is
doubtless the most familiar of syllabus types.
o Situational Syllabi.
o Skill-Based Syllabi.
o The Task-Based Syllabus.
o The Content-Based Syllabus.

o Situational syllabus.
A situational syllabus is one in which the content of language teaching is
a collection of real or imaginary situations in which language occurs or
is used. A situation usually involves several participants who are engaged in
some activity in a specific setting.
 Skill based syllabus.
Skill-based syllabus. •Askill-based syllabus to syllabus design focuses on
the different. underlying abilities that are involved in using a language
for. purposes such as reading, writing, listening, or speaking.
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  Task based syllabus.
A task-based syllabus is based on task-based learning, an approach
where learners carry out tasks such as solving a problem or planning
an activity. The language learnt comes out of the linguistic demands of the
activity. A task-based syllabus is structured around a series of these tasks.

Content bases syllabus.

Content based syllabus • Content based syllabus is a kind of syllabus in
which teachers are asked to focus on content or information of the
language, less or indirect effort is used to teach the language itself
separately from the content.

 Syllabus design:
A learning-centered syllabus focuses on the needs of the students and their
learning process.
A syllabus is a basic contract between the instructor and students, laying
out the responsibilities and expectations on both sides.

Practical Guidelines to syllabus choice and design:

There is no single type of content is appropriate for all teaching settings.
However, some guidelines are shown below:
I. Provide a way to reach out to students before the course starts.
II. Establish a positive tone for the course.
III. Define student and instructor responsibilities.
IV. Help students assess their readiness for the course.
V. Situate the course in a broader context for learning.

❖ steps to designing a syllabus:

We need to focus on the following steps:
 Needs, wants, interests of the students.
The learners' learning styles (which style should be followed).
 The time available (how we can complete our goal or objective in the
given slot/time period).
 We have to give attention on setting out achievable objectives, which
should provide a clear focus for the course.

 Challenges involved to design a syllabus:

There are many challenges which are involved in designing a syllabus.
Some of them are:
1. Methods of presenting materials: It should be clear that which
methods we have to follow and also on the language of presented
materials, subject matter of the presented materials, making a balance
15
 between the skills in the presentation of materials, progression and
gradation of the selected materials and cultural content. These all are
the basic challenges we have to face.

 Syllabus and designing also foster critical thinking:

In this we need to make time for Thinking. When we are under pressure to
answer a question or provide our analysis promptly, we may neglect to fully
think through our answer. We also need to pose Constructive Questions.

 The Syllabus as a Guide:

In this we have to use our syllabus as a guide and need to fulfill the
work expectations, academic integrity, and technology use statements,
classroom expectations for participation, attendance, detailed information on
how graded assignments or activities will be evaluated, and policies for
late assignments, Extensions and make-ups.

Course objective:
It specifies a behavior, skill, or action that a student can demonstrate if they
have achieved mastery of the objective. Course objectives form the
foundation of the class.
Everything in the course should work together to ensure students master
the course objectives.
Instructional Strategies: Strategies determine the approach a teacher may
take to achieve learning objectives and can be classed as direct, indirect,
interactive, experiential, or independent. The direct instruction strategy is
highly teacher-directed and is among the most commonly used.

course assignments:
Assignments usually take the form of written pieces of work that are set
by your course tutors. They also usually contribute towards your final
course mark or grade. The most common written assignments that students
are asked to produce are essays or reports.

Grading in evaluation:
Grading is a method of evaluating a student's performance. It is done in
the form of percentages, marks, letter grades, and more. Grades are usually
given on activities like projects assignments, tests, and more. They can also
be allotted on the basis of behavior as well.

• Top tips to study designing and syllabus:

We have to pick a place and time or preparing the study environment, Study
every day, Plan time or organizing your study schedule, Discover learning
16
style, Review and revise, Take break, study methods of boosting your
reading efficiency and Stay motivated.

Provide Effective Feedback:

Feedback should be educative in nature; it should be given in a timely
manner, and sensitive to the individual needs of the student. We also need
to ask questions. It should reference a skill or specific knowledge and also
give feedback to keep students 'on target' for achievement.

 Conclusion:
 We use different strategies, approaches and styles to define the principle
of SLA.
 We acquisite and learn a lot of things from our outer environment. Our
culture, tradition and myths all contribute not only in our language but
also in designing syllabus.
 So, a curriculist always design the curriculum and syllabus as per the
needs, keeping in view the whole environment’s situation. They design
the language syllabus keeping in view on the schedule of people’s living
and what they require.

17
 REFRENCES:

 Chastain, K. 1988. Developing Second-language Skills (3rd edn.). Chicago: Rand McNally
College Publishing Company. Coleman, A. 1929. ‘The teaching of modern foreign languages
in the United States.’ Vol. 12. American and Canadian Committees on Modern Languages.
 Berlitz, M. 1887. Method Berlitz. New York: Berlitz and Company. de Sauza, E. 1929. The
Cleveland Plan for the Teaching of Modern Languages with Special Reference to French
(Revised edn.). Philadelphia: Winston, 1959.
 Brooks, N. 1964. Language and Language Learning: Theory and Practice (2nd edn.). New
York: Harcourt Brace.
 Curran, C. 1976. Counseling-Learning in Second Languages. Cliffside Park, NJ: Counseling-
Learning Institutes.
 Asher, J. 2009. Learning Another Language Through Actions: The Complete Teacher’s
Guidebook (7th edn.). Los Gatos, CA: Sky Oaks Productions.
 Breen, M. and C. Candlin. 1980. ‘The essentials of a communicative curriculum in language
teaching.’ Applied Linguistics 1/2: 89–112.
 Techniques and principle in language teaching by Diane Larsen-Freeman and Marti
Anderson 3rd edition
https://drive.google.com/file/d/1-h__RAGJ6KFAt1T0-2Scwvc4tX-Rcx1N/view?usp=sharing
 ENGLISH CURRICULUM AND MATERIAL DEVELOPMENT PENULIS: PRYLA ROCHMAHWATI,
M.Pd EDITOR: DR. AHMADI, M.Ag
https://drive.google.com/file/d/15AXLuh9Ml8NwBwJHvtgMUr0DlTKz6w4s/view?usp=sharin
g
 http://olga-curriculum.blogspot.com/2009/02/curriculum-approaches.html?m=1
 Curriculum Development in Language Teaching Jack C. Richards Southeast Asian Ministers of
Education Organization Regional Language Centre, Singapore
https://drive.google.com/file/d/15CsXEI_VoUggTB6St3rlOIhmTYBLfxyt/view?usp=sharing
 Microsoft Word - ED502535X.doc
 (PDF) State of the art: SLA theory and second language syllabus design (researchgate.net)
 The Structural Syllabus and Second Language Acquisition on JSTOR

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 Exercise

Name: ________________ Roll no. ________

Department ________________ session ________
Time allowed: 45min

Question#01
Multiple choice questions. (1x10=10)

1: According to the natural order hypothesis the language in linear

order like.

A)1,2,3
B) 4,5,6
C) 8,9,7.

2: GTM is used for the first time by.

A)France and German
B) Greek and Latin
C) English and Chinese

3: The audio-lingual method is also known as

A) Communicative approach
B) task-based approach
C)oral based approach.

4: Task-based learning is_____

A) student centred
B) teacher centred
C) A and B both

5: Situational syllabus is
A)Product oriented
19
B) Process oriented
C) Situational oriented

6: Course objective is
A)Action skill
B) Behavioural skill
C) Both A and B

7: Grading evaluation is a method of

A) teacher performance
B) student performance
C)institutional performance

8: Top tips for study of designing syllabus

A) study
B) revise
C)break

9: Method of evaluating a student’s performance is known as

A) syllabus designing
B) lexical approach
C)grading

10: Whichever of the following is not the step to design a syllabus

A) wants
B) needs
C) interest

Question #02
Answer the following short questions. (3x5=15)

1: define second language acquisition?

2: what is grammar translational method?
3: what is the difference between curriculum and syllabus?
4: difference between product and process-oriented syllabus?
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5: what is meant by grading in evaluation?

Question no:03
Answer the detailed questions. (2x10=20)

1) Write a brief note on principles of SLA?

2)What are the steps involved in designing a curriculum?

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