English_Master February 8, 2016 No Comments
SYLLABUS VS. CURRICULUM Introduction: Throughout the 1970s while language teaching theorists and practitioners excited themselves with course design for Specific Purpose language teaching, and while needs of adult migrants and private sectors or industrial language learners were extensively examined, the majority of learners of Eng­lish continued to struggle with large classes, limited textbooks, few contact hours, and years of un-intensive study. The work of many teachers either had been ignored by syllabus or cur­riculum designers, or had been interfered with by insensitive and too rapid application of ideas from ESP theory or Coun­cil of Europe discussion by administrations who did not My realize the implications of the innovations so proudly pre­sented. As a result, several national educational systems have ‘gone communicative’ or ‘gone functional-notional’, and then retreated after a brief trial period whatever they had before. It seemed worthwhile, therefore, to convene a symposium at TESOL Convention in Toronto in 1983 specifically to examine the role of syllabuses in normal state education.And it is also seemed worthwhile not to rush too quickly into arguments about the detailed design of syllabuses, but to clear the ground first on the definition, function and purpose of the syllabuses, for many of the difficulties in discussion of (for example) Wilkins’ influential ‘Notional Syllabuses (1976)’ result from the enormously...
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