Language Teaching: A Scheme for Teacher Education Editors: C N Candlin and H G Widdowson Syllabus Design David Nunan Oxford University Press David Nunan is a greatly respected author in EFL circles, and it was with some suprise that I hit his “Syllabus Design” like a brick wall. Unlike some of his other. Syllabus Design has 77 ratings and 3 reviews. Andreas said: My weapon when I was in charged as Head of Research and Development at Centre for Language.
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One of the purposes of subjective needs analysis is to involve leaners and teachers in exchanging information so that the agendas of the teacher and the learner may be more closely aligned.
We shall now look at the options available to syllabus designers in their search for starting points in syllabus design.
Syllabus Design – David Nunan – Google Books
Candlin offers the following criteria for judging the worth of tasks. Taking short turns is generally easier than long turns.
Which of these relate to real-world performance, which to classroom performance and which, if any, to both real-world and classroom performance? Adapted from Mohan 1 In reality, there is more than one aspect to language as we shall see in 3. Students sight read the words on the grid. We shall also look at the distinction between product-oriented and process-oriented approaches to syllabus design.
Altenatively, they can be derived by syllabus designers through a process of introspecting on the sorts of communicative purposes for which language is used. From your experience, how feasible do you think it is to teach learners to set their own objectives?
How much time is available for study now: If you think it undesirable, give your reasons.
Section Two closely parallels Section One. Initially, it seemed that functional-notional principles would result in syllabuses which were radically different from those based on grammatical principles. As Breen points out, these judgements are not value-free, but reflect our beliefs about the nature of language and learning. Such syllabuses were proposed as a means towards achieving languae performance through the skills of listening, speaking, readi1g and writing.
Despite the dificulties involved, Rowntree asserts that: The books in this sub-series have to do with such topics as syllabus design, the content of language coutses, and aspects of methodology, and evaluation. Our purpose is to offer guidance on how this might be achieved. There is disagreement about the nature of objectives and also about the precision with which they should be formulated. Tyler suggested that there were four ways of stating objectives: Wh at sorts of communi cation t asks might be amen ab le to su ch an an alysis?
With certain students, for example older learners or those who have only experienced traditional educational systems, there are numerous areas of possible conflit within a teaching programme. In this section, we shall look at some of the ways in which learner data have been used to inform decision-making in syllabus design.
Syllabus Design (Nunan)
Dilfuza rated it it was amazing Aug 25, L angu age g oals: Ye ars of f orm al educ ati on: It must also connect to modes of action which can be directed at developing this behaviour in learners. A major problem with syllaubs objectives is that they give no guidance as to how the objective is to be achieved. He t ravel led b y second class both ways.
Humanistic education is based on the belief that learners should have a say in what they should be learning and how they should learn it, and relects the notion that education should be concerned with the development of autonomy in the learner. In Table 2 a single form realizes a variety of functions, whereas in Table 3 a single function is being realized by a variety of forms. The development of communicative language teaching with its focus on meaning has led to the use of more authentic materials.
He also co-founded and directed rhe Insrirute for English Language Educarion at Lancaster, where h e worked o n issues in in-service education for tcachers.
The following nine general communicative goals were developed as part of a curriculum for students learning second and foreign languages at the school level. Examples of both types of objective follow. For which o f the principles would you like t o see irm evidence?
It is therefore s imi lar in some respe cts to the le arner an alysis whi ch h as alre ady been des cr ibed. While analytic approaches take some non-linguistic base as their point of departure, it should not be assumed that analytic syllabus designers never use grammatical criteria in selecting and grading content.
The speciic side is divided into descripion, sequence, and choice, while the general side is divided into classiication, principles, and evaluation. Climate and seasons 4. All parts to be correctly labelled.
Asking and answering questions 1 1. What parallels are there between Prabhu’s process syllabus, and Mohan’s content-based proposal? What do you feel are the most important things for you to learn in the: I have suggested that traditionally syllabus design has been seen as a subsidiary component of curriculum desin.
At hese lower levels from beginner through to lower intermediate most general coursebooks cover items such as the following: One dedign assumption is that language can be learned holistically, in ‘chunks’ as it were. Number and type of previ ous c ourses: These will provide a rationale for the course or programme.