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

Nunn it be possible to reorder the items in the coursebooks you have examined to it in with this developmental order? The authors of the approach claim that: In fact, objectives are really nothing more than a particular way of formulating or stating content and activities. I would like to draw attention to a distinction From your experience, how feasible do you think it is to teach learners to set their own objectives?

First, we shall look at the relationship between sylabus, objectives, and tasks. Would they be able to ask for directions? Yet another perspective relates to assessment and evaluation.

Rutherford 1 9 8 7 calls this the ‘accumulated entities’ view of language learning. In the so-called ‘rational’ curriculum process Tyler 1objectives are syllabjs before content and activities because their principal daviv is to act as a guide to the selection of the other elements in the curriculum. Assumptions are also made about language transfer. It could well interfere with language acquisition which is more a global than a linear process, different aspects of grammar developing simultaneously rather than one structure being mastered at a time.

Asking a person’s nome and making 51 simple enquiries: Despite its rather recent appearance on the syllabus scene, ‘task-based’ covers ” several divergent approaches. 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.


The advantage of having a restricted set of goal statements is that it can provide a degree of coherence which may othewise be lacking.

Syllabus Design by David Nunan | Mansoor Ahmed Khan –

In particular, it nknan hoped that the tasks will help readers develop a critical attitude towards the syllabus or syllabuses which shape their teaching programmes, and to help them identify ways in which they might modify, adapt, or improve the syllabus or syllabuses with which ddsign work. David Nunan Language Teaching: He described the synthetic approach sjllabus the following terms: The inal parr of Section One draws on the content of the preceding parrs and relates this cOntent to the issue of objectives.

Long’s inal step raises the issue o f grading, which, as w e have seen, i s one of the central steps in syllabus construction. 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. How much did you ply for the tickets.

We shall see that the traditional distinction between syllabus design and methodology becomes dificult ro sustain if it is accepted that syllabus design should include the speciication of learning tasks and activities. In other words, learners would be exposed to naturalistic samples of text which were only roughly graded, and which provided a richer context, but they ravid only be expected formally to master those items which had been isolated, graded, and set out in the syllabus.

Stage 2 Canonical or ‘standard’ word order, e. The mode l deve loped by Munby cont ains nine e lements. Samples of syllabuses and course materials from a range of resources are presented and criticized.

We shall look at the practical dificulties of incorporating formal and functional elements into syllabus design in Section Two. Ask and tell about quanitr.

An alternative orientation would PrIOrItize the route itself: Items can be moved about within a clause. Ferri Yonantha syllabks it really liked it Dec 02, We m u st fi n d o u r compartmenr. One type sgllabus the means, the other the ends.

Most attempt some sort of synthesis between grammatical, unctional, and notional items.

We shall explore in greater detail the relationship between syllabus design and methodology in 5. Syllabuses take as their point of departure the skills and knowledge which syllabus planners and teachers feel is important for new arrivals.


What assumptions about language and language learning do you imagine might underpi, a grammatical syllabus of the type described above? Adapted from Prabhu 1 Advocates of a learner-centred approach to education believe that, at the very least, learners should be fully informed about any course of study they are undenaking. The dificulty for syllabus planners is that they often have to make decisions before the relevant research has been carried out.

The aim of 7 was to explore the ways in which content selection and grading is conventionally dealt with, and to provide you with the skills you need to examine and criticize the selection and grading of content in your own syllabuses.

L angu age g oals: Match these with the functional contents listed in Task 8 1. Brown and Yule 1 devote considerable attention to task dificulty. He also claims that dividing language into discrete units of whatever type misrepresents the nature of language as communication. Learning goals may be derived from a number of sources, including task analysis, learner data, ministry of education speciications, and so on.

What persons, materials, equipment, i tens, settings? They did so in tending to focus on only one aspect of language, that is, formal grammar. Joelyler rated it really liked it Jun 06, Ot her l angu ages sp oken: In 5, we shall see that there is no conflict or opposition beween objectives, linguistic and experiential content, and learning activities.

Syllabus Design

Perry 1 98 7: We also saw that grammatical dificulty is not necessarily the same as learning dificulty. Asking and answering questions 1 1. On t he ot her hand, we can se lect tasks w hic h may bear litt le rese desig to rea l-wor ld tasks but w hic h are ass umed to s tim ulate interna l psyc ho log ica l learn ing processes.

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