С. Г. Тажбаева Редакция алқасы
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ped and psy 2 nomer 2016.compressed (1)
| Вестник КазНПУ им. Абая, серия«Педагогические науки», №2 (50), 2016 г.
68 1. As detailed a consideration as possible of the purposes for which the learner wishes to acquire the target language; for example, using English for business purposes, in the hotel industry, or for travel. 2. Some idea of the setting in which they will want to use the target language; for example, in an office, on an airplane, or in a store. 3. The socially defined role the learners will assume in the target language, as well as the role of their interlocutors; for example, as a traveler, as a salesperson talking to clients, or as a student in a school. 4. The communicative events in which the learners will participate: everyday situations, vocational or professional situations, academic situations, and so on; for example, making telephone calls, engaging in casual conversation, or taking part in a meeting. 5. The language functions involved in those events, or what the learner will be able to do with or through the language; for example, making introductions, giving explanations, or describing plans. 6. The notions or concepts involved, or what the learner will need to be able to talk about; for example, leisure, finance, history. 7. The skills involved in the “knitting together” of discourse: discourse and rhetorical skills; for example, storytelling, giving an effective business presentation 8. The variety or varieties of the target language that will be needed, such as American or British English, and the levels in the spoken and written language which the learners will need to reach. 9. The grammatical content that will be needed. 10. The lexical content, or vocabulary, that will be needed. A traditional language syllabus usually specified the vocabulary students needed to learn and the grammatical items they should master, normally graded across levels from beginner to advanced. 1 Auerbach, E. R.(1986). Competency-Based ESL: One Step Forward or Two Steps Back? TESOL Quarterly,20 (3). 2 Beglar, David, and Alan Hunt(2002). Implementing task-based language teaching. In Jack Richards and Willy Renandya (eds). Methodology in Language Teaching: An Anthology of Current Practice. New York: Cambridge University Press. 3 Brumfit, Christopher (1984). Communicative Methodology in Language Teaching. Cambridge: Cambridge University Press. 4 Clarke, M., and S. Silberstein (1977). Toward a realization of Psycholinguistic principles in the ESL reading class. Language Learning,27 (1), 48–65. 5 Feez, S., and H. Joyce (1998). Text-Based Syllabus Design. Australia: Macquarie University 6 Krahnke, K. (1987). Approaches to Syllabus design for Foreign Language Teaching. Washington, DC: Center for Applied Linguistics. 7 Littlejohn, A., and D. Hicks(1996). Cambridge English for Schools.Cambridge: Cambridge University Press. жүктеу/скачать 7,04 Mb. Достарыңызбен бөлісу:
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