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Syllabus design in a post-method age

Syllabus design in a post-method age
Syllabus design in a post-method age
In the 1970s and 1980s, the field of Syllabus Design was a focus area for research in both second language acquisition and language use in social contexts. The elaboration of new and more effective syllabuses was considered as the likely outcome of theoretical and empirical work, and the key to improving second or other language learning in schools and universities. This programme of research and development did not deliver on this promise, and syllabus design has faded as a focus of enquiry. This paper explores the reasons for this, and documents current practices in putting programmes together. The challenges of syllabus design have been left to teachers, and in the final section, some considerations for teachers to work with in designing their programmes are outlined
984-32-3542-8
745-759
University of Rajshahi Press
Kiely, Richard
2321c0cb-faf6-41e2-b044-2c3933e93d6e
Al Mamun, Abdullah
Akhter, Maswood
Kiely, Richard
2321c0cb-faf6-41e2-b044-2c3933e93d6e
Al Mamun, Abdullah
Akhter, Maswood

Kiely, Richard (2014) Syllabus design in a post-method age. In, Al Mamun, Abdullah and Akhter, Maswood (eds.) Literature, History and Culture: Writings in Honour of Professor Aali Areefur Rehman. Bagladesh. University of Rajshahi Press, pp. 745-759.

Record type: Book Section

Abstract

In the 1970s and 1980s, the field of Syllabus Design was a focus area for research in both second language acquisition and language use in social contexts. The elaboration of new and more effective syllabuses was considered as the likely outcome of theoretical and empirical work, and the key to improving second or other language learning in schools and universities. This programme of research and development did not deliver on this promise, and syllabus design has faded as a focus of enquiry. This paper explores the reasons for this, and documents current practices in putting programmes together. The challenges of syllabus design have been left to teachers, and in the final section, some considerations for teachers to work with in designing their programmes are outlined

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Published date: 2014
Organisations: Modern Languages

Identifiers

Local EPrints ID: 364566
URI: http://eprints.soton.ac.uk/id/eprint/364566
ISBN: 984-32-3542-8
PURE UUID: dcaf57a6-4133-4ee4-a956-d13a297c67e4

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Date deposited: 08 May 2014 10:40
Last modified: 09 Jul 2020 16:37

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Contributors

Author: Richard Kiely
Editor: Abdullah Al Mamun
Editor: Maswood Akhter

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