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  • Language Curriculum Design
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      • Publisher's listprice GBP 125.00
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    59 718 Ft

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    Product details:

    • Edition number 1
    • Publisher Routledge
    • Date of Publication 17 September 2009

    • ISBN 9780415806053
    • Binding Hardback
    • No. of pages240 pages
    • Size 228x152 mm
    • Weight 454 g
    • Language English
    • Illustrations 40 Tables, black & white
    • 0

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    Short description:

    Combining sound research/theory with state-of-the-art practice, this crystal-clear and comprehensive yet concise text describes the steps involved in the language curriculum design process, elaborates and justifies these steps, and provides opportunities for practicing and applying them.


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    Long description:

    Crystal-clear and comprehensive yet concise, this text describes the steps involved in the curriculum design process, elaborates and justifies these steps, and provides opportunities for practicing and applying them. The description of the steps is done at a general level so that they can be applied in a wide range of particular circumstances. The process comes to life through plentiful examples of actual applications of the steps. Each chapter includes:





    • examples from the authors’ experience and from published research



    • tasks that encourage readers to relate the steps to their own experience



    • case studies and suggestions for further reading that put readers in touch with others’ experience

    Curriculum, or course, design is largely a 'how-to-do-it' activity that involves the integration of knowledge from many of the areas in the field of Applied Linguistics, such as language acquisition research, teaching methodology, assessment, language description, and materials production. Combining sound research/theory with state-of-the-art practice, Language Curriculum Design is widely applicable for ESL/EFL language education courses around the world.



    "Nation and Macalister have prepared a comprehensive book on curriculum design with extensive coverage of a variety of issues involved. The important message of this book is that every stakeholder in language education is a curriculum designer. Language Curriculum Design can empower them to play this role." —Teachers College Record


    "This book offers a broad understanding of the process in a clear and comprehensive, yet concise package that—along with the model itself—can confidently guide users at the classroom and program level through the complex activity of language CD."—Leigh McDowll, Nara Institute of Science and Technology, JALT Journal



    Crystal-clear and comprehensive yet concise, this text describes the steps involved in the curriculum design process, elaborates and justifies these steps, and provides opportunities for practicing and applying them. The description of the steps is done at a general level so that they can be applied in a wide range of particular circumstances. The process comes to life through plentiful examples of actual applications of the steps. Each chapter includes:

    • examples from the authors’ experience and from published research
    • tasks that encourage readers to relate the steps to their own experience
    • case studies and suggestions for further reading that put readers in touch with others’ experience

    Curriculum, or course, design is largely a 'how-to-do-it' activity that involves the integration of knowledge from many of the areas in the field of Applied Linguistics, such as language acquisition research, teaching methodology, assessment, language description, and materials production. Combining sound research/theory with state-of-the-art practice, Language Curriculum Design is widely applicable for ESL/EFL language education courses around the world.

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    Table of Contents:

    Preface



    CHAPTER 1 LANGUAGE CURRICULUM DESIGN: AN OVERVIEW


    Parts of the curriculum design process


    Considering the environment


    Discovering needs


    Following principles


    Goals


    Content and sequencing


    Finding a format and presenting material


    Monitoring and assessing


    Evaluating a course


    Tasks


    1 Examining a published course


    2 Using the parts of the model to overview the planning of a course


    Case studies



    CHAPTER 2 ENVIRONMENT ANALYSIS


    An example of environment analysis


    Environment constraints


    Understanding the constraints


    The constraint of time


    Steps in environment analysis


    Tasks


    1 The range of constraints


    2 Examining your teaching environment


    Case studies



    CHAPTER 3 NEEDS ANALYSIS


    The various focuses of needs analysis


    Discovering needs


    Needs analysis tools


    Evaluating needs analysis


    Issues in needs analysis


    Tasks


    1 Needs analysis for a writing course


    2 Evaluating a needs analysis scheme


    3 Discovering needs


    Case studies



    CHAPTER 4 PRINCIPLES


    Methods and principles


    The twenty principles


    Selection


    Gradation


    Presentation


    Using the list of principles


    Case studies


    Tasks


    1 Applying principles


    2 Teachability hypothesis


    Case studies



    CHAPTER 5 GOALS, CONTENT AND SEQUENCING


    Guidelines for deciding or checking the content and sequencing of a course


    Goals and content


    The units of progression in a course


    What will the progression be used for?


    Vocabulary


    Grammar


    Functions


    Discourse


    Skills, subskills and strategies


    Ideas


    Task based syllabuses


    Sequencing the content in courses


    Linear approaches to sequencing


    A modular approach to sequencing


    Tasks


    1 Verb form coverage in beginners' course books


    2 The ideas content of a course


    3 Describing the goals of a course


    Case studies



    CHAPTER 6 FORMAT AND PRESENTATION


    Format and other parts of the curriculum design process


    Guidelines for deciding on a format


    Following a set format


    Blocks and threads


    Techniques and activities


    Tasks


    1 Examining the format of a lesson


    2 Examining teaching techniques


    Case studies



    CHAPTER 7 MONITORING AND ASSESSMENT


    Guidelines for monitoring and assessment


    Types of monitoring and assessment


    Placement assessment


    Observation of learning


    Short term achievement assessment


    Diagnostic assessment


    Achievement assessment


    Proficiency assessment


    Good assessment: reliability, validity and practicality


    Tasks


    1 Planning the assessment in a course


    2 Evaluating a test


    Case studies



    CHAPTER 8 EVALUATION


    What is an evaluation?


    Steps in an evaluation


    Purpose and audience of evaluation


    The type and focus of the evaluation


    Gaining support for the evaluation


    Gathering the information


    Formative evaluation as a part of a course


    The results of an evaluation


    Tasks


    1 Focus of evaluation


    2 An evaluation checklist


    3 An evaluation plan


    Case studies



    CHAPTER 9 APPROACHES TO CURRICULUM DESIGN


    Models of curriculum design


    Doing curriculum design


    Starting points


    The process of curriculum design


    Deciding on an approach


    Summary of the steps


    Tasks


    1 Your curriculum design process


    2 Choosing an appropriate approach


    Case studies



    CHAPTER 10 NEGOTIATED SYLLABUSES


    Negotiated syllabuses


    An example of a negotiated syllabus


    Requirements for a negotiated syllabus


    Syllabuses with some elements negotiated


    Disadvantages and advantages of a negotiated syllabus


    Tasks


    1 Problems in implementing a negotiated syllabus


    2 Partly negotiated syllabuses


    3 Developing a negotiated approach to syllabus design


    Case studies



    CHAPTER 11 ADOPTING AND ADAPTING AN EXISTING COURSE BOOK


    The course book, the learners and the teacher


    Dividing the parts of the process


    Strong reliance on the course book with minimal adaptation


    Adapting a course book


    Using source books instead of course books


    Using computers and the internet


    Evaluating a course book


    Essential features: reducing the list of possible books


    Choosing and weighting the features


    Evaluating the evaluation forms


    Presenting the results


    Tasks


    1 Designing a course book evaluation form


    2 Evaluating a course book


    3 Course book evaluation schedules


    4 Using a course book


    Case studies



    CHAPTER 12 INTRODUCING CHANGE


    Steps in introducing change


    Seeing the need for change


    Deciding on the size of the change


    Realistic change


    Using a variety of change strategies


    Innovation, management and long term support


    Tasks


    1 Change that failed


    2 Change in a school's program


    Case studies



    CHAPTER 13 PLANNING AN IN-SERVICE COURSE


    Features of an effective workshop


    Procedures and activities for reaching the goals


    Understanding and remembering ideas


    Experiencing and evaluating


    Making material


    Planning lessons and units of work


    Problem solving


    Sequencing the components of a workshop


    Evaluating workshops


    Tasks


    1 Principles for in-service courses


    2 Designing an in-service course


    Case studies



    CHAPTER 14 TEACHING AND CURRICULUM DESIGN


    Environment analysis


    Needs analysis


    Principles


    Goals


    Content and sequencing


    Format and presentation


    Monitoring and assessment


    Evaluation


    Curriculum design and learner autonomy



     


    APPENDICES


    1 A verb form frequency count



    REFERENCES



    INDEX

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