Language Teaching: Syllabus Design by David NunanLanguage Teaching: Syllabus Design by David Nunan

Language Teaching: Syllabus Design

byDavid NunanEditorC. N. Candlin, H. G. Widdowson

Paperback | July 1, 1988

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Syllabus Design demonstrates, in a practical way, the principles involved in planning and designing an effective syllabus. It examines important concepts such as needs analysis, goal-setting, and content specification, and serves as an excellent introduction for teachers who want to gain abetter understanding of syllabus design in order to evaluate, modify, and adapt the syllabuses with which they work.
David Nunan is at the National Curriculum Resource Centre, Adelaide.
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Title:Language Teaching: Syllabus DesignFormat:PaperbackDimensions:176 pages, 9.65 × 6.69 × 0.43 inPublished:July 1, 1988Publisher:Oxford University Press

The following ISBNs are associated with this title:

ISBN - 10:0194371395

ISBN - 13:9780194371391

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Table of Contents

The author and series editors IntroductionSection One: Defining syllabus design1 The scope of syllabus design. 1.1 Introduction. 1.2 A general curriculum model. 1.3 Defining 'syllabus'. 1.4 The role of the classroom teacher. 1.5 Conclusion. 2 Points of departure. 2.1 Introduction. 2.2 Basic orientations. 2.3 Learning purpose. 2.4 Learning goals. 2.5 Conclusion. 3 Product-oriented syllabuses. 3.1 Introduction. 3.2 Analytic and synthetic syllabus planning. 3.3 Grammatical syllabuses. 3.4 Criticizing grammatical syllabuses. 3.5 Functional-notional syllabuses. 3.6 Criticizing functional-notional syllabuses. 3.7 Analytic syllabuses. 3.8 Conclusion. 4 Process-oriented syllabuses. 4.1 Introduction. 4.2 Procedural syllabuses. 4.3 Task-based syllabuses. 4.4 Content syllabuses. 4.5 The natural approach. 4.6 Syllabus design and methodology. 4.7 Grading tasks. 4.8 Conclusion. 5 Objectives. 5.1 Introduction. 5.2 Types of objective. 5.3 Performance objectives in language teaching. 5.4 Criticizing performance objectives. 5.5 Process and product objectives. 5.6 Conclusion. Section Two: Demonstrating syllabus design6 Needs and goals. 6.1 Introduction. 6.2 Needs analysis. 6.3 From needs to goals. 6.4 Conclusion. 7 Selecting and grading content. 7.1 Introduction. 7.2 Selecting grammatical components. 7.3 Selecting functional and notional components. 7.4 Relating grammatical, functional, and notional components. 7.5 Grading content. 7.6 Conclusion. 8 Selecting and grading learning tasks. 8.1 Introduction. 8.2 Goals, objectives, and tasks. 8.3 Procedural syllabuses. 8.4 The natural approach. 8.5 Content-based syllabuses. 8.6 Levels of difficulty. 8.7 Teaching grammar as process. 8.8 Conclusion. 9 Selecting and grading objectives. 9.1 Introduction. 9.2 Product-oriented objectives. 9.3 Process-oriented objectives. 9.4 Conclusion. Section Three: Exploring syllabus design10 General principles. 10.1 Curriculum and syllabus models. 10.2 Purposes and goals. 10.3 Syllabus products. 10.4 Experiential content. 10.5 Tasks and activities. 10.6 Objectives. Glossary Further reading Bibliography Acknowledgements