FOREIGN LANGUAGE SYLLABUS DESIGN IN MILITARY EDUCATION

Abstract

The Language Training Centre (LTC) in Brno, the Czech Republic, which is part of the University of Defence (UO), prepares military professionals as well as civilians working for the Army of the Czech Republic (ACR) for the examinations in accordance with STANAG 6001. This exam comprises tests required by NATO for its member states, and it focuses on all language skills. The Language Training Centre (LTC) runs different types of courses for elementary, intermediate and upper-intermediate levels, varying in length from 5 to 21 weeks depending on the level of the course. The participants enrolled are working adults in various job positions holding different ranks and having completed different education levels. They range in age from 25 to 55 years old. A brief survey revealed that entrance exam results are often unreliable for predicting achievement of the required results in all language skills on the examination in accordance with STANAG 6001. One of the possible reasons for this discrepancy may be the fact that the syllabi for particular courses were elaborated solely by head teachers without the cooperation of their colleagues. This paper presents a one-year project carried out at the University of Defence in 2018, which focused on designing new syllabi for the intermediate level courses. In this project, we pursued a mixed methodological approach which ensured data collection from three different resources. Semi-structured interviews were conducted with the teachers preparing students in courses at the intermediate level. The teacher interviews included, for example, questions related to preferable textbooks used in the courses, and the suitability of their content from the standpoint of grammar, vocabulary, and language skills. Based on the interview results, we carried out a content analysis of the teachers´ favourite textbooks. The transparent nature of the exam goals and objectives, which are delineated in a document known as “the descriptors,” allowed us to focus on specific analysis criteria, which included topics, vocabulary, functions, grammar, and productive and receptive language skills. The acquired data were enriched with data from a questionnaire administered to the students at the end of the course in which they were asked to express their opinions on the contribution to the course from a grammar, vocabulary, and language skills point of view. Based on the findings as mentioned above, we selected the most suitable textbooks which became the basis for designing new syllabi. As a result, we elaborated syllabi for intensive, refresher, upgrade and combined courses at the intermediate level. As the course participants have a different entrance level of English, a three-phase syllabus has been created for the intensive course (lower, intermediate, and higher entrance levels); two-phase syllabi have been created for refresher and upgrade courses (lower and higher entrance levels) and one syllabus for the combined course. Currently, the model syllabi are highly recommended to the teachers, as they enable the meeting of all requirements for STANAG 6001 exam preparation. Moreover, they provide ample space for teachers’ creative freedom.