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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Syllabus Design – David Nunan – Google Books
Such a plan would be about designing a syllabus and, therefore, a guide and servant for the map-making capacities of its users. We shall examine a number of different syllabuses, and explore the ways in which grammatical, functional, and notional items are selected, graded, and interrelated. In this context, Brindley suggests that: All of these perspectives taken together represent the ield of curriculum study.
If, like many of us, you are stuck with a syllabus designed by others often wholly materials-derived – as in “this is the coursebook, now teach it”desigb this book can help you tailor what you do to your particular teaching context and learners. As it happens, there is not a great deal of agreement within the teaching profession on the nature of language and language learning.
The Bangalore syllabus does not focus explicitly on language and does not specify the grammatical, functional, or notional items to be taught. We also saw that grammatical dificulty is not necessarily the same as learning dificulty. Classroom drilling undertaken by learners in order to learn the structures is a process.
Is this list more or less process-oriented than the ALL Project goals? I Do you believe that process and task-based syllabuses represent I legitimate approaches to syllabus design?
What are some of the implications of these assumptions for syllabus design? It only becomes a threat to pedagogy when it is regarded as absolute rules for determining what is to be leaned rather than points of reference from “,hich bearings can be taken. Munan may be that learners have different goals from eavid of the teacher simply because they have not been informed in any meaningful way what the teacher’s goals are.
A real-world objective describes a task which learners might wish to carry out outside the classroom, while a pedagogic objective is one which describes a task which the learner might be required to carry out inside the classroom.
Syllabus Design (Nunan)
Which information might be most useful in syllabus design and how might it be used? In other words, they ,are assuming a davie beween classroom activities and the real world. The following example is taken from their book: For a detailed description of the project, see Clark.
Later i n 3 we shall see that grammatical complexiy does not necessarily equate with learning dificulty. We shall explore in greater detail the relationship between syllabus design and methodology in 5.
Face-to-face and telephone encounters. In fact t hey cou ld pro ba bly generate end less lists o f ‘co mmon everyday tasks ‘.
The issue of content selection becomes particularly pressing if the syllabus is intended to underpin short courses. Id rated it did not like it Jun 23, However, t his does not mean t hat so meone w ho has deve loped sk ills in conduct ing a cas ua l conversat ion will necessar ily be a ble to fo llo w t he unfa miliar d isco urse patterns and r hetor ica l ro ut ines under ly ing, say, a lect ure on t he str uct ure and funct ion o f t he car bure ttor.
Give the students a written gapped version of the text. Widdowson has written extensively o n the distinction between general purpose English GPE and English for speciic purposes.
Purp ose in c oming t o cl ass: As it is also developed with reference to individual learners, it may ultimately be self-defeating for classroom teaching.
With the adoption of procedural, task-based, content-based, and other non-linguistic approaches to syllabus design, the distinction between syllabus design and methodology becomes blurred.
The irst of these, the cavid component, describes what the learner is to be able to do, the second, the conditions component, speciies the conditions under which the learner will perform, and the inal component, the standards component, indicates how well the learner is to perform.
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However, in practice, the new syllabuses were rather similar to those they were intended to replace. Here are some additional data extracted from the same source. Ye ars of f orm al educ ati on: This is something which you will have to decide for yourself as you work through this book. We shall look at the practical dificulties of incorporating formal and functional elements into syllabus design in Section Two.