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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What do you feel are the most important things for you to learn in the: Speaking and Anderson and Lynch: The learner will demonstrate his knowledge of the parts of a carburettor by listening to a ive-minute lecture on the subject and labelling a ravid.
In November Nunan was drsign the Convocation medal for outstanding achievement and contribution internationally to the profession of Teaching English as a second language, from Flinders University, where he earned his Ph.
The mode l deve loped by Munby cont ains nine e lements. How, in your opinion, might these be dealt with? Other arguments in favour nunaan objectives include their value in enabling teachers to convey to students the pedagogic intentions dacid a course. The speciication of conditions and standards leads to greater precision in objective setting, and also facilitates the grading of objectives objectives can be made easier or more dificult by modifying conditions and standards.
In books and papers on the subject, it is possible to distingeish a broad and a narrow approach to syllabus design.
Syllabus Design (Nunan)
Would it be possible to develop a common syllabus to meet all of the communicative needs incorporated in the above statements? The goals were not derived directly from learners, but from an analysis carried out by syllabus planners, experienced teachers, and educational authorities. One basic problem is the nunnan assumption that the knowledge structures included in his organisational framework are indeed the relevant structures. On the contrary, the concept of a scheme implies making coherent links between all these different areas of enquiry and activity.
All syl labuse s, indeeda ll a spect s of the curriculumincludi ng methodology and learner as se ssment a nd eva lua tion are underpinned by belief s about the na ture of language and language lear ning. Such content might be deined in terms of situations, nunaj, themes or, following a suggestion advanced by Widdowson 1 ; 1other academic or school subjects.
Syllabus Design (Nunan) – Free Download PDF
Bilal Saleem rated it it was amazing Nov 07, In other words, the focus is exclusively on learning processes and there is little or no anempt to relate these processes to outcomes. Internal elements can be moved to initial or inal position, e.
Long and Crookes 1 9 8 6 cite, general educational literature which suggests that tasks are a more salient unit of planning for teachers than objectives; Candlin 1 provides a pedagogic rationale, while Long 1 looks to SLA research although, as we saw i n 3SLA research can be invoked to support contrary views on syllabus design.
What guided you in your choice? It is suggested that any topic can be exploited in terms of these sjx categories, and that the knowledge structure of a topic is revealed through the following types of questions: Instrumentality Spoken and written, productive and receptive language.
Techniques and procedures for collecting information to be used in syllabus design are referred to as needs analysis. Davld form that the objective takes will reveal the attitude of the syllabus dwvid towards the nature of language and language leaning.
How important is it for a syllabus to specify both learning processes and outcomes? The irst one has been done for you. What similarities or differences are there? Process objectives differ from product objectives in that they describe. Yeah, I’ve got a family all right.
Pedagogic objective The learner will listen to a conversation between a shopper and a shop I assistant and will identify which of three shopping lists belongs to the shopper in question. These wi ll in clude age, sex, n at ion ali y, mother tongue, comm and of t arget langu age, other langu ages, desigj c.
Dilfuza rated it it was amazing Aug 25, In 3, we shall look at syllabus proposals which are speciied in terms of the end products of a eesign of instruction. There is a man standing near the car Lesson 0 distinguishes between mass and count nouns: Completed’ primary education Occupation: The following lists of functions have been taken from the syllabus guide to English Today!
S To foster the development of critical thinking skills and the development of learning skills so that students can continue their education beyond the school setting. This is something which you will have to decide for yourself as you numan through this book.
Express obligaion and opiions: Do you like to learn English by: Many of the criticisms which were made of grammatical syllabuses have also been made of functional”notional syllabuses. This has been most noticeable within the so-called ‘British’ school of applied linguistics, in which the focus tends to be either on process or product, but not on both.
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. What we mean when we refer to ‘process’ is a series of actions directed toward some end. Widdowson takes a rather traditional line on this matter, suggesting that a syllabus is the. In the inal part of 5, a distinction was drawn beween process and product objectives. What are some of the ways the most useful information might be used in syllabus design?
Candlin suggests thar curricula are concerned with making general srarements abour language learning, learning purpose and experience, evaluarion, and the role relarionships of teachers and learners. One dimension of analysis which has been the subject of a great deal of discussion and comment is the synthetidanalytic dimension.
It has b een sugg est ed that this is du e to th e unfam iliar us es to wh ich languag e is b ein gput.
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. Here the designer would give priority to the changing process of learning and the potential of the classroom – to the psychological and social resources applied to a new language by learners in the classroom context Clearly, an enquiry into a mode of behaviout like speaking, for example, must also tefet to aspects of language knowledge which it tealizes.
One o f the most comprehensive treatments of listening task dificulty i s that offered by Anderson and Lynch: However, this simple grammatical rule is notoriously dificult for learners to master.