.

0 (hodnocen0 x )

(3) Půjčeno:3x 

BK

8th print.

Cambridge : Cambridge University, 1996

ix,194 s.

ISBN 0-521-27642-X (brož.)

Cambridge language teaching library

Bibliogr. s. 184-189.

Rejstř.

Angličtina - vyučování - metodiky

000014914

Contents // Thanks ix Introduction 1 // 1 The fact-finding stage: assessing societal factors 5 // Overview 5 // 1.1 The language setting 6 // 1.1.1 The continuum: ESL---EFL // 1.2 Patterns of language use in society 8 // 1.2.1 Education 8 // 1.2.2 The labor market 12 // 1.2.3 The process of modernization 13 // 1.3 Group and individual attitudes toward language 13 // 1.4 The political and national context 17 Practical applications 18 // References 21 // 2 The basis for curriculum and syllabus designing 23 // Overview 23 // 2.1 Establishing realistic goals 24 // 2.1.1 In an EFL setting 24 // 2.1.2 In an ESL setting 25 // 2.1.3 Planning for courses outside the school system 26 // 2.1.4 Language analysis or language use as course goals 26 // 2.2 Surveying existing programs 27 // 2.2.1 The existing syllabus 27 // 2.2.2 The materials in use 29 // 2.2.3 The teachers 30 // 2.2.4 The learners 31 // 2.2.5 The resources 32 // 2.3 When the materials in use constitute the curriculum and // syllabus 32 // 2.4 The separate purposes of a curriculum and a // syllabus 34 // 2.4.1 The components of a curriculum 35 // 2.4.2 Types of syllabuses 37 Practical applications 38 References 39 // Contents // 3 How goals become realized through instructional plans // Overview 40 // 3.1 Translating general goals into syllabus objectives 40 // 3.1.1 A curriculum provides a statement of policy 40 // 3.1.2 The link between goals and objectives 42 // 3.1.3 Syllabuses without a curriculum 44 // 3.2 Language content,

process, and product in syllabus designs 45 // 3.2.1 The language content dimension 45 // 3.2.2 The process dimension 46 // 3.2.3 The product dimension 49 // 3.3 Selecting the shape of the syllabus 51 // 3.3.1 The linear format 51 // 3.3.2 The modular format 53 // 3.3.3 The cyclical format 55 // 3.3.4 The matrix format 58 // 3.3.5 The story-line format 61 // 3.4 The place of method 63 Practical applications 66 References 66 // 4 A curriculum developed on communicative goals 68 // Overview 68 // 4.1 Sociocultural views of the nature of language 69 // 4.2 A cognitively-based view of language learning 70 // 4.2.1 Strategies and tactics 71 // 4.2.2 Context-embedded and context-reduced language use // 4.2.3 The holistic approach to language learning 73 // 4.2.4 What learners’ errors tell us 74 // 4.3 The fundamentals of a humanistic curriculum 75 // 4.4 Exploring the roles of teachers, learners and others within communicative curriculum 76 // 4.4.1 Teaching/learning as a metaphor 77 // 4.4.2 Is teachingdearning adequate? 78 // 4.4.3 Cross-cultural implications 78 // 4.4.4 Developing alternative metaphors 80 Practical applications 84 // References 85 // 5 The scope of a communicative syllabus 88 // Overview 88 // 5.1 Expansion of the language content dimension 88 // 5.1.1 Conceptual and functional meaning 88 // 5.1.2 Sociocultural appropriateness 92 // 5.1.3 Longer spans of discourse 93 // Contents // 5.2 Communicative processesrworkouts 94 // 5.2.1 Workouts 94 // 5.2.2 A scale for

assessing the communicative potential of workouts 98 // 5.2.3 A scale for assessing the cognitive potential of workouts 99 // 5.3 Expanded product: emphasis on skills, needs 100 // 5.3.1 Implementation of language skills 100 // 5.3.2 Individual needs 102 // 5.3.3 Learner autonomy: an added product 102 // 5.3.4 Highlighting particular syllabus components 103 Practical applications 104 // References 105 // 6 Focusing on language content in a communicative syllabus 106 // Overview 106 // 6.1 Integrating notional and functional meaning with grammar, // thematic content and lexis 106 // 6.1.1 Developing inventories 107 // 6.1.2 The choice of lexis 111 // 6.2 Discrete and holistic views: the horns of a dilemma 112 // 6.2.1 The holistic view 113 // 6.2.2 The discrete view 114 // 6.2.3 Evidence of the discrete vs. holistic paradox in language content, process, and product 114 // 6.2.4 Reconciling opposites in the instructional plans 117 // 6.2.5 Other systems, other worlds 118 Practical applications 119 References 120 // 7 Focusing on process: materials that deal with sociocultural appropriateness 122 // Overview 122 // 7.1 Incorporating grammars of social norms: a discrete element view 122 // 7.1.1 The state of the art 124 // 7.2 Scripting roleplays: a holistic view of sociocultural content 135 // 7.2.1 A brief geneology 135 // 7.2.2 Issues for writers 136 Practical applications 145 References 146 // vii // Contents // 8 Focusing on product: materials that deal with the reading skill

147 // Overview 147 // 8.1 The materials preparer’s role 147 // 8.1.1 The three elements 148 // 8.1.2 The designer’s task 149 // 8.2 A model reading lesson: ‘A moral for any age’ by Jacob Bronowski 152 // 8.2.1 Strategies for developing reading skills 152 // 8.2.2 Features of the text 152 // 8.2.3 Accommodating learners’ interests: working on hunches 153 // 8.3 Guided questions for creating a reading lesson 161 // 8.3.1 Motivation for reading 164 // 8.3.2 Textual discovery procedures 164 // 8.3.3 Sharing ideas 165 // 8.3.4 Producing a reading lesson 165 // Practical applications 165 // References 166 // 9 Creating materials: the link between syllabus and // audience 167 // Overview 167 // 9.1 The audience for materials 167 // 9.1.1 Writing for a local audience 168 // 9.1.2 Writing for a wider audience 169 // 9.1.3 Issues common to both audiences 170 // 9.2 Commissioned and self-initiated projects 171 // 9.2.1 Commissioned projects 171 // 9.2.2 Self-initiated projects 171 // 9.2.3 ‘I have an idea ...’ 172 // 9.3 Writing as a team effort 173 // 9.3.1 An idealized team 173 // 9.3.2 Other team models 174 // 9.4 A checklist for writers 175 // 9.4.1 Questions about basic assumptions 175 // 9.4.2 Questions about shape and design 176 Practical applications 177 // References 179 // Epilogue 180 Cumulative bibliography 184 Acknowledgements 190 Index 191 // Vili