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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Nuna utterances will be comprehensible to someone unused to dealing with non-native speakers. We have already noted that there is a lack of any direct one-to-one relationship beween linguistic deaign, notions, and grammatical forms. Here the text is concerned with demonstration, and the tasks are designed to get readers to evaluate suggestions for teaching in reference both to the ideas from Section One and also to theit own teaching experience. One major assumption is that language can be learned holistically, in ‘chunks’ as it were.

Syllabus Design

It is our aim in this scheme to promote this dual prpose. The inal parr of Section One draws on the content of the preceding davi and relates this cOntent to the issue of objectives.

In he was ranked the 7th most influential Australian in Asia by Business Review Weekly, and in he was named one of the top “50 Australians who Matter”.

While some teachers have a relatively free hand in designing the syllabuses on which their teaching programmes are based, most are likely to be, as Bell suggests, consumers of other people’s syllabuses.

It has been argued that this dessign a more effective way of learning dxvid language since it provides a purpose for the use and learning of a language other than simply learning language items for their own sake. It is also felt to be a particularly effective way o f developing the learners’ learning skills b y fostering a relective attitude toward the learning process see, for example, Candlin’s 1 98 7 list of desirable characteristics of learning tasks in 4.


Student A Participant Dqvid Spanish-speaking male. Asking and answering questions 1 1. Another alternative, and one we shall look at in detail in 4, is to focus on what learners are expected to do with the language i.

In 8 we shall look at applications of process-oriented approaches to syllabus design and examine the selection and grading of learning tasks and activities. Brought in by family Pace: Does it re1ch Hyderlb3d by 7.

Stage 2 Canonical or ‘standard’ word order, e. Syllabus design is seen as being concerned essentially with the selection and grading of content, while methodology is concerned with the selection of learning tasks and activities. Some of the purposes which learners, teachers, and syllabus planners in the Australian Adult Migrant Education Program have articulated are as follows: What people are doing: Other books in the series.

OY days will they stay a t H ydera ba d? In addition, evidence from second language acquisition SLA research suggests that learning does not occur in this syllabu additive fashion. Completed primary education Occupation: In November Nunan was awarded the Convocation medal for outstanding achievement and contribution internationally to the profession of Teaching English as a second language, from Flinders University, where he earned his Ph.

In addition, as some of these factors will be I dependent on characteristics of the leaner, what is dificult for Learner A may not necessarily be dificult for Learner B. What parallels are there between Prabhu’s process syllabus, and Mohan’s content-based proposal?

List B A Be: Intended occup ati on: How many different communicative purposes can you think of for this statement? Other proponents of an ‘objectives approach’ to language syllabus design argue that speciying objectives in terms of teacher tiviy could result in courses in which the objectives are achieved but the learners learn nothing and hat, with objectives speciied in terms of classroom activities, the rationale desgin not always clear in other words, the links beween the instructional goals and the classroom objectives arc not always explicit.


In other words, in the TASK the linguistic knowledge aid topic knowledge that are b uilt up through the unit are applied to the solving of a communication problem. What does this say about the relationship beween form and function?

On the speciic practical side, tasks which focus on description are simpler than those involving sequence, and these, in turn, are simpler than tasks involving xyllabus. Later, we shall look at some of the ways in which syllabus planners have tried to integrate these various components.

Making simple enquiries about a farewell: The wider view of language, focusing not only on linguistic structures, but also on the communicative purposes for which language is used, developed nhnan insights provided by philosophers syolabus language, sociolinguists, and from other language-related disciplines.

Which seemed to be arbitrary? It only becomes a threat to pedagogy when it is regarded as absolute rules for determining what is to be leaned rather than points of reference from “,hich bearings can be taken. Finally, we shall examine a range of task types. Finocchiaro and Brumit 1 One such proposal is the Bangalore Project. Brown and Yule 1 devote considerable attention to task dificulty.

Syllabus Design – David Nunan – Google Books

The problem here, as Nunan 1 syllabu, is that there is an interaction between the l inguistic dificuly of a text and the amount of background knowledge which the listener or reader is able to exploit in comprehending the text. Candlin offers the following criteria for judging the worth of tasks.

The ‘product’ is the end itself.