.

0 (hodnocen0 x )

BK

Oxford : Oxford University, 1993

ISBN 0-19-437139-5

000108983

Rekat.

Contents // The author and series editors vi // Introduction vii // Section One: Defining syllabus design 1 // 1 The scope of syllabus design 3 // 1.1 Introduction 3 // 1.2 A general curriculum model 4 // 1.3 Defining ‘syllabus’ 5 // 1.4 The role of the classroom teacher 7 // 1.5 Conclusion 8 // 2 Points of departure 10 // 2.1 Introduction 10 // 2.2 Basic orientations 11 // 2.3 Learning purpose 13 // 2.4 Learning goals 24 // 2.5 Conclusion 25 // 3 Product-oriented syllabuses 27 // 3.1 Introduction 27 // 3.2 Analytic and synthetic syllabus planning 27 // 3.3 Grammatical syllabuses 28 // 3.4 Criticizing grammatical syllabuses 30 // 3.5 Functional-notional syllabuses 35 // 3.6 Criticizing functional-notional syllabuses 36 // 3.7 Analytic syllabuses 37 // 3.8 Conclusion 39 // 4 Process-oriented syllabuses 40 // 4.1 Introduction 40 // 4.2 Procedural syllabuses 42 // 4.3 Task-based syllabuses 44 // 4.4 Content syllabuses 48 // 4.5 The natural approach 51 // 4.6 Syllabus design and methodology 52 // 4.7 Grading tasks 54 // 4.8 Conclusion 60 // 5 Objectives 61 // 5.1 Introduction 61 // 5.2 Types of objective 61 // 5.3 Performance objectives in language teaching 63 // 5.4 Criticizing performance objectives 67 // 5.5 Process and product objectives 69 // 5.6 Conclusion 71 // Section Two: Demonstrating syllabus design 73 // 6 Needs and goals 75 // 6.1 Introduction 75 // 6.2 Needs analysis 75 // 6.3 From needs to goals 79 // 6.4 Conclusion 84 // 7 Selecting and grading content 85 // 7.1

Introduction 85 // 7.2 Selecting grammatical components 86 // 7.3 Selecting functional and notional components 87 // 7.4 Relating grammatical, functional, and notional // components 87 // 7.5 Grading content 92 // 7.6 Conclusion 95 // 8 Selecting and grading learning tasks 96 // 8.1 Introduction 96 // 8.2 Goals, objectives, and tasks 96 // 8.3 Procedural syllabuses 98 // 8.4 The natural approach 102 // 8.5 Content-based syllabuses 104 // 8.6 Levels of difficulty 107 // 8.7 Teaching grammar as process 118 // 8.8 Conclusion 121 // 9 Selecting and grading objectives 122 // 9.1 Introduction 122 // 9.2 Product-oriented objectives 122 // 9.3 Process-oriented objectives 131 // 9.4 Conclusion 133 // Section Three: Exploring syllabus design 135 // 10 General principles 137 // 10.1 Curriculum and syllabus models 137 // 10.2 Purposes and goals 140 // 10.3 Syllabus products 144 // 10.4 Experiential content 147 // 10.5 Tasks and activities 149 // 10.6 Objectives 153 // Glossary 159 // Further reading 161 // Bibliography 162 // Index 166 // Index // Entries relate to Sections One, Two, and Three of the text, and to the glossary. References to the glossary are indicated by ‘g’ after the page number. Titles of publications are given in italics. // academic learning skills 51-2, 102-1 // ‘accumulated entities’ view of language learning 29 acquisition see SLA (second language acquisition) activities, classroom 149-57 Bangalore Project 43-4 focus of process-oriented objectives 131—2 sequencing

112—15 typology 55—7 adaptation by teacher 139 ALL (Australian Language Levels) Project 81, 87 // analytic syllabus(es) 37-9, 158g planning 27-8 Anderson, A. 60, 133 Australia, content-oriented ESL syllabuses 49 // Australian Adult Migrant Education Program 80 // Bailey, K. 32 // Bangalore Project 42-4, 99—102 basic personal communication skills 51-2,102-4 biographical information, evaluation of use 140 // Breen, M. 6, 43, 52, 54 ‘British’ school of applied linguistics 40 Brown, G. 58-9 Brumfit, C. J. 36, 40, 87, 99-100 Burt, M. 32 // Cambridge English Course, The 81-3, 86, 89-90, 92 Candlin, C. 3, 45—6, 59 // choice, in knowledge // framework 49, 50, 105 classification, in knowledge framework 49,50 code complexity 59 cognitive load 59 communication skills // for different areas of use 21 natural approach 51-2,102-4 communicative approaches 158g communicative event, in needs analysis model 20, 75, 76 communicative function(s) see function (s) // communicative goals 25, 81, 96-7 communicative key, in needs analysis model 20, 75, 76 communicative stress 59 communicative syllabuses 11 conditions, relation to tasks and standards 125, 155 content // experiential 38, 147—9 see also knowledge framework grading 85-95, 148-9 reformulation as objectives 154-5 // vs. methodology 5-7 content-based syllabuses 38, 48-51, 104-7 content continuity 59 content selection 10—26, 68-9, 85-95, 147-8 // content survey form 147—8 coursebooks grammatical items 146 relation to objectives

127—30 task grading 152-3 ‘cracking the code’, grammatical syllabuses 29 // curriculum 158g // as collection of tasks 46-8 model(s) 4-5, 47, 138-9 vs. syllabus 1—9 // description, in knowledge framework 49, 50, 105 dialect, in needs analysis model 20, 75, 76 // difficulty 58-9, 60, 107-18, 156 see also task(s), selecting and grading Doyle, W. 46 // ‘dress rehearsal’ methodology see rehearsal type tasks Dulay, H. 32 // ESL (English as a Second Language), content syllabuses 49 ESP (English for Specific Purposes) 11,24 evaluation, in knowledge framework 49,50 experiential content 38, 147-9 see also knowledge framework // Finocchiaro, M. 36, 87 flowcharts, representation of action situations 104—7 form/function relationship 31-2 function(s) 31-2, 94, 158g functional components relating to grammatical and notional components 87-92, 146 // selecting 86—7 functional-notional // syllabus(es) 35-7,53 see also synthetic syllabus(es) function/form relationship 31-2 function/notion distinction 35 // ‘general’ English 22-3 generalizability 59 goal(s) 24-5, 79-84, 140-4, 158g relation to objectives and tasks 96—8 // relation to teachers’ goals 143-4 GPE (general purpose English) 24 grading 158g // content 27-8, 85-95, 148-9 grammatical syllabuses 28-35 objectives 122-33, 156-7 tasks 47-8, 54-60, 96-121,152-3 grammar // criterion for content selection and grading 27-8 // status in the curriculum 34-5 teaching as process 118-21 grammatical components // relating to functional

and notional components 87-92, 146 selecting 85-6 // grammatical elements, selection and sequencing 144-5, 146-7 grammatical items, in coursebooks 146 grammatical sequences, in syllabuses 146-7 grammatical (structural) syllabus(es) 28-35,53 grouping arrangements, flexible 143 // Hawaii English Program 124 humanistic education 20 Hutchinson, T. 38, 112-15 // independent learning skills 20-1 information collection see needs analysis // information-gap activity 43 4 instructional analysis 19, 141 instruction goals 25 instrumentality, in needs analysis model 20, 75, 76 interaction, in needs analysis model 20, 75, 76 interactive activities 55, 57 interpretive density 59 investment type tasks 41, 153 // Johnston, J. 32-4 // knowledge framework 49-51, 5 8, 104-7 // Krashen, S. 32, 51-2, 103 // language transfer, grammatical syllabuses 29-30 learner analysis 14—18 see also needs analysis learner-centred approaches 65-6 learning goal(s) see goal(s) learning purpose(s) see purpose(s) learning task(s) see task(s) listening, task difficulty 58—9, 60 Long, M. H. 44, 45, 47 Lynch, T. 60, 133 // McDonough, S. 28—9 Madden, S. 32 Mager, R. 65 // methodology 158g vs. content 5—7 mini-languages 21 models, curriculum and // syllabus 4-5,47,137-10 modification by teacher 139 Mohan, B. 49-51, 58, 104-7 Munby, J. 19-21, 75-7 // natural approach 51—2, 102—4 needs analysis 13—24, 47, 75—84, 141-2, 158g notion 158g notional components // relating to grammatical and // functional components

87-92, 146 // selecting 86—7 notion/function distinction 35 Nunan, D. 16-17, 55—6 // objective(s) 61-71, 153—7, 158g objective information vs. subjective information 18 // relation to goals and tasks 96-8 selecting and grading 122-33, 156-7 // opinion-gap activity 44 // participant, in needs analysis model 19,75 particularity 59 // pedagogic objectives vs. real-world objectives 69—70, 126—7 pedagogic tasks vs. real-world tasks 41,126-7,149-50 performance objectives 63—9, 98 Pienemann, M. 33-4 Prabhu, N. S. 42-4,99-102 preferences // students’ 141-2, 147-8 see also learner analysis teachers’ 142 principles, in knowledge framework 49,50 problem-solving tasks 53 procedural syllabuses 42—4, 98-102, 149 process // teaching grammar as 118—21 vs. product 12-13 process continuity 59 processing activities 55, 56 process objectives 69-71 process-oriented objectives 131-2 process syllabus(es) 40-60, 159g // product, vs. process 12-13 productive activities 55, 57 product objectives 69-71 product-oriented goals 79 product-oriented objectives 122-30 product syllabus(es) 27—39, 159g purpose(s) 13—24, 140-4 purposive domain, in needs analysis model 19,75 // Raths, J. 68-9 // ‘rational’ curriculum process 61 real-world objectives vs. pedagogic objectives 69—70, 126-7 real-world tasks vs. pedagogic tasks 41,126-7,149-50 reasoning-gap activity 44 rehearsal type tasks 53—4, 153 Rowntree, D. 67 Rutherford, W. 29, 34-5, 43, 118-21 // scope 5-7,139 selection // content

10—26, 68—9, 85—95, 147-8 // learning tasks 96—121 objectives 122-33 sequence, in knowledge // framework 49, 50, 105 sequencing 159g activities 112—15 grammatical elements 144—5, 146-7 // objectives 156 // setting, in needs analysis model 19, 75, 76 // skills 20-1,51-2,102-4 SLA (second language acquisition) research 32—5, 146—7 ‘social’ English 22 speaking tasks 58—9 speech-processing theory 33—4 standards, relation to tasks and conditions 125, 155 structural (grammatical) // syllabus(es) 28—35,53 structure 159g students see learner analysis; // preferences, students’ subjective information vs. objective information 18 ‘survival’ English 22 syllabus(es) 159g comparison 140 vs. curriculum 1—9 // syllabus models 137-40 syllabus products 144-7 synthetic syllabus(es) 159g grammatical components 85 planning 27-8 // target level, in needs analysis model 20 // task(s) 149-57, 159g definitions 45 pedagogic vs. real-world 41, 126-7, 149-50 problem-solving 53 relation to conditions and standards 125, 155 relation to goals and objectives 96-8 selecting and grading 47—8, 54-60, 96-121,152-3 task analysis 14, 18—19 see also needs analysis task-based syllabuses 38—9, 44—8 task difficulty see difficulty; task(s), selecting and grading // teachers // adaptation of syllabus 139 goals 143-4 preferences 142 role 7-8 // Terrell, T. 51-2,103 Tyler, R. 61, 62-3 typologies // activity types 55-6 functional/notional components 86—7 // universes of discourse

21 // van Ek, J. 7,86 // Washington State Adult Refugee ESL Master Plan 122-3 Waters, A. 38,112-15 Widdowson, H. G. 3, 24, 37, 41, 52-4, 68, 96 Wilkins, D. 27-8, 86 // Yule, G. 58-9