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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As we shall see, these may be realized in a variety of ways, for example as lists of grammatical items, vocabulary items, language functions, or experiential content. Speaking and Anderson and Lynch: In considering needs and goals, we should keep in mind that the teacher’s syllabus and he learner’s syllabus or ‘agenda’ might differ.
We saw that product syllabuses are those in which the focus is on the knowledge and skills which learners should gain as a result of instrution, while process syllabuses are those which focus on the learning experiences themselves.
Learning a language, it was assumed, entails mastering the elements or building blocks of the language and learning the rules by which these elements are combined, from phoneme to morpheme to word to phrase to sentence. Here we shall look at the ways in which the concepts and principles presented in Section One have been applied dssign practice. Goya Champuru rated it liked it May 06, We shall examine the issue of task dificuly in 4.
One early criticism was that structurally-graded syllabuses misrepresented the nature of that complex phenomenon, language. The critical need for making these [target language] data available to the learner therefore places a special burden upon the language curriculum and, by extension, the language syllabus. In reality, there is more than one aspect to language as we shall see in 3. It may be that learners have different goals from those of the teacher simply because they have not been informed in any meaningful way what the teacher’s goals are.
Speaking published in this Scheme. Whether in fact such conceptual grading is appropriate for second language learners is another matter, and one which will probably vary from subject to syllabux.
At hese lower levels from beginner through to lower intermediate most general coursebooks cover items such as the following: Yeah, I’ve got a family all right.
Syllabus Design (Nunan)
Jan 04, Mohammad rated it really liked it. Such information often reveals learning-style preferences by the learner. The centr al question here is: List 3 – Learners will obtain information on train departure times from a railway information ofice. It will also depend on the extent to which the learner dagid familiar with the subject. Does it re1ch Hyderlb3d by 7. In the rest of 4 we shall look at sullabus of the proposals which have been mad.
Can you suggest why this might have been so? In what ways are they different? Additionally, we might want to ind out whether they had leaned anything which had not been planned. All parts to be correctly labelled. We have designed ir so as ro guide reachers rowards rhe critical appraisal of ideas and rhe informed applicarion of these ideas in rheir own classrooms.
If these students were studying a t the same language centre, would i t b e possible for them to share part o f a language programme?
How things are done and why they are done have particular psychological signiicance for the individual and for the group. Asking and answering questions 1 1. As we can see, the ield is a large and complex one.
A good deal has been writen for and against the use of such objetives.
Units of work thus appear with labels such as ‘health’, ‘education’, and ‘social services’. Would such a person be able to p rovide personal details about their child to a teacher?
Purp ose in c oming t o cl ass: Now, com mon sense wou ld suggest t ddesign it is not necessary for eac h and ever y task to be taug ht in t he c lassroom. Which could have appeared in more than one unit? Is it the same or in groups Notions person?
Syllabus Design – David Nunan – Google Books
Taking short turns is generally easier than long turns. However, if and when grammatical, functional, ‘and notional elements are considered, this happens as a second-order activity. Nancy’s the youngest – she’s only eighteen. What d o they reveal about their authors’ beliefs on the nature of language and language learning? 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.
Syllabus Design by David Nunan | Mansoor Ahmed Khan –
You will recall that the curriculum has at least three phases: In a recent excellent analysis of the status of grammar in the curriculum, Rutherford suggests that the abandonment of grammar as the pivotal element in the syllabus may be premature.
The rest of the section is concerned with central issues relating to the selection davd grading of input in language syllabus design. The process of solving such problems would involve a conscious and repeated reference to desibn formal properies of the language, not n the abstract dissociated from use, but as a necessay resource for he achievement of communicative outcomes. Some of the arguments for and against an desogn approach were taken from general educational theory and presented within a language teaching context.
The starting point for syllabus design is not the grammatical system of the l anguage, but the communicative purposes for which language is used.
As Breen points out, these judgements are not value-free, but reflect our beliefs about the nature of language and learning. The assumption behind most grammatical syllabuses seems to be that language consists of a inite set of rules which can be combined in various ways to make meaning.
The following quotes have been taken from Brumit which provides an excellent overview of the range and diversity of opinion on syllabus design. Needless to say, the views expressed and the conclusions reached are my own and should not necessarily be attributed to the desivn edirors.
The following category headings give some idea of the diversiry which is possible: The following nine general communicative goals were developed as part of a curriculum for students learning second and foreign languages at the school level.
Needs and goals 81 – to communicate socially with members of the target or host community – to develop he survival skills necessary to syyllabus in the host community – to establish and maintain social relationships.