Abstract
This chapter examines the application of instructional systems design (ISD) in language pedagogy. ISD, a systematic approach to analyzing, designing, developing, implementing, and evaluating instruction, has been suggested to provide clear step-by-step models to instruction, thereby assisting instructors in the effective and efficient conveying of information and promotion of learning. Attempts at introducing ISD into language pedagogy have generally been praised in the literature of applied linguistics. On the other hand, some criticisms of ISD have surfaced in the field of general education, including the idea that ISD is too systematic and rigid and cannot account for the human element in the classroom. In this chapter, we revisit ISD in the language classroom, through review of a case study application of one iteration of ISD (the ADDIE model). Through examination of the theory and the case study present, we suggest that in language course design, it is beneficial to first take a rigid, systematic approach to course design, and rather it is in the implementation of the course that individual units necessarily have a degree of flexibility. We propose that a “softer” approach to ISD might be applied to the implementation of ISD in a language course, allowing for both a guided approach to instruction and the flexibility required in human interaction systems.
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- 1.
Indeed, there are many types of ISD including the ARCS model, CLER Model, and Goal-Based Instruction, among others.
- 2.
Gagné’s nine instructional events are nine events that occur in the process of classroom instruction and include gaining the learners’ attention, informing learners of the objective, stimulating recall of prior learning, presenting the stimulus, providing guidance for the learners, eliciting learner performance, providing feedback, assessing learners’ performance, and enhancing retention and transfer. For more, see (Gagné 1985; Takahashi et al. 2018).
- 3.
Advance organizers may take many forms but are typically defined as information presented prior to learning, in such a way that a learner may orient themselves to properly interpret and understand new information.
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Hosogoshi, K., Takahashi, S. (2019). A “Softer” Instructional Systems Design for Language Pedagogy. In: Tajino, A. (eds) A Systems Approach to Language Pedagogy. Translational Systems Sciences, vol 17. Springer, Singapore. https://doi.org/10.1007/978-981-13-6272-9_7
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