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Language Curriculum Design 2nd edition [Pehme köide]

4.09/5 (102 hinnangut Goodreads-ist)
(Victoria University of Wellington, New Zealand),
  • Formaat: Paperback / softback, 260 pages, kõrgus x laius: 229x152 mm, kaal: 400 g, 47 Tables, black and white; 17 Line drawings, black and white; 17 Illustrations, black and white
  • Sari: ESL & Applied Linguistics Professional Series
  • Ilmumisaeg: 09-Dec-2019
  • Kirjastus: Routledge
  • ISBN-10: 0367196506
  • ISBN-13: 9780367196509
Teised raamatud teemal:
Language Curriculum Design 2nd editionSuurem pilt
  • Formaat: Paperback / softback, 260 pages, kõrgus x laius: 229x152 mm, kaal: 400 g, 47 Tables, black and white; 17 Line drawings, black and white; 17 Illustrations, black and white
  • Sari: ESL & Applied Linguistics Professional Series
  • Ilmumisaeg: 09-Dec-2019
  • Kirjastus: Routledge
  • ISBN-10: 0367196506
  • ISBN-13: 9780367196509
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9780367196509.html
Märksõnad:

Now in its second edition, Language Curriculum Design describes the steps involved in the curriculum design process, elaborates and justifies these steps, and provides opportunities for practising and applying them. Crystal-clear and comprehensive yet concise, the steps are laid out at a general level so that they can be applied in a wide range of particular circumstances.

Updated throughout with cutting-edge research and theory, the second edition contains new examples on curriculum design and development and expanded attention on environment analysis, needs analysis, and programme evaluation. The process comes to life through plentiful examples of actual applications from the authors’ experience and from published research. Each chapter also includes tasks that encourage readers to relate the steps to their own experience, and case studies and suggestions for further reading.

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.

Preface xii
1 Language Curriculum Design: An Overview
1(14)
Parts of the Curriculum Design Process
1(2)
Considering the Environment
3(2)
Discovering Needs
5(1)
Following Principles
5(1)
Goals
6(1)
Content and Sequencing
7(2)
Finding a Format and Presenting Material
9(1)
Monitoring and Assessing
10(1)
Evaluating a Course
11(1)
Tasks
12(1)
Case Studies
12(3)
2 Environment Analysis
15(14)
An Example of Environment Analysis
16(1)
Environment Constraints
17(3)
Understanding the Constraints
20(1)
The Constraint of Time
21(2)
The Constraint of Learner Motivation
23(1)
The Constraint of Teacher Availability
24(1)
Steps in Environment Analysis
25(1)
Tasks
25(2)
Case Studies
27(2)
3 Needs Analysis
29(15)
The Various Focuses of Needs Analysis
29(2)
Discovering Needs
31(1)
Needs Analysis Tools
32(1)
An Example of Needs Analysis
33(3)
Needs Analysis and the Classroom Teacher
36(1)
Evaluating Needs Analysis
36(1)
Issues in Needs Analysis
37(2)
Tasks
39(3)
Case Studies
42(2)
4 Principles
44(40)
Methods and Principles
44(1)
The Twenty Principles
45(3)
Content and Sequencing
48(12)
Format and Presentation
60(18)
Monitoring and Assessment
78(2)
Using the List of Principles
80(1)
Tasks
81(1)
Case Studies
82(2)
5 Goals, Content, and Sequencing
84(21)
Guidelines for Deciding or Checking the Content and Sequencing of a Course
84(1)
Goals and Content
85(1)
The Units of Progression in the Course
86(1)
What Will the Progression Be Used for?
87(1)
Vocabulary
88(1)
Grammar
89(1)
Functions
90(1)
Discourse
91(1)
Skills, Subskills, and Strategies
91(2)
Ideas
93(2)
Tasks
95(2)
Sequencing the Content in a Course
97(1)
Linear Approaches to Sequencing
98(2)
A Modular Approach to Sequencing
100(2)
Tasks
102(1)
Case Studies
103(2)
6 Format and Presentation
105(22)
Format and Other Parts of the Curriculum Design Process
105(1)
Guidelines for Deciding on a Format
105(10)
Following a Set Format
115(1)
Blocks and Threads
116(3)
Techniques and Activities
119(3)
Tasks and Presentation
122(2)
Tasks
124(1)
Case Studies
125(2)
7 Monitoring and Assessment
127(16)
Guidelines for Monitoring and Assessment
127(1)
Types of Monitoring and Assessment
127(3)
Placement Assessment
130(2)
Observation of Learning
132(1)
Short-Term Achievement Assessment
133(1)
Diagnostic Assessment
134(1)
Achievement Assessment
135(2)
Proficiency Assessment
137(1)
Good Assessment: Reliability, Validity, and Practicality
138(3)
Tasks
141(1)
Case Studies
142(1)
8 Evaluation
143(14)
What Is an Evaluation?
143(1)
Steps in an Evaluation
143(1)
Purpose and Audience of the Evaluation
144(2)
The Type and Focus of the Evaluation
146(1)
Gaining Support for the Evaluation
147(1)
Gathering the Information
148(5)
Formative Evaluation as a Part of a Course
153(1)
The Results of an Evaluation
154(1)
Evaluation and the Language Teacher
154(2)
Tasks
156(1)
Case Studies
156(1)
9 Approaches to Curriculum Design
157(14)
Models of Curriculum Design
157(3)
Doing Curriculum Design
160(1)
Starting Points
161(2)
The Process of Curriculum Design
163(4)
Deciding on an Approach
167(1)
Tasks
168(2)
Case Studies
170(1)
10 Negotiated Syllabuses
171(11)
Negotiated Syllabuses
171(2)
An Example of a Negotiated Syllabus
173(1)
A Negotiated Syllabus for Recent Immigrants
174(2)
Syllabuses with Some Elements Negotiated
176(1)
Negotiating Assessment
176(2)
Disadvantages and Advantages of a Negotiated Syllabus
178(2)
Tasks
180(1)
Case Studies
181(1)
11 Adopting and Adapting an Existing Course Book
182(15)
The Course Book, the Learners, and the Teacher
182(1)
Dividing the Parts of the Process
182(1)
The Teacher and the Course Material
183(6)
Evaluating a Course Book
189(4)
Evaluating the Evaluation Forms
193(1)
Presenting the Results
194(1)
Tasks
194(2)
Case Studies
196(1)
12 Introducing Change
197(12)
Steps in Introducing Change
198(1)
Seeing the Need for Change
199(1)
Deciding on the Size of the Change
199(1)
Realistic Change
200(1)
Teacher Beliefs
201(1)
Using a Variety of Change Strategies
202(1)
Innovation, Management, and Long-Term Support
203(3)
Tasks
206(2)
Case Studies
208(1)
13 Planning an In-Service Course
209(14)
Features of an Effective Workshop
209(2)
Procedures and Activities for Reaching the Goals
211(1)
Understanding and Remembering Ideas
212(2)
Experiencing and Evaluating
214(1)
Making Material
215(1)
Planning Lessons and Units of Work
216(1)
Problem Solving
217(2)
Sequencing the Components of a Workshop
219(1)
Evaluating Workshops
219(1)
Tasks
220(2)
Case Studies
222(1)
14 Teaching and Curriculum Design
223(12)
Environment Analysis
224(1)
Needs Analysis
224(1)
Principles
225(1)
Goals
226(2)
Content and Sequencing
228(2)
Format and Presentation
230(1)
Monitoring and Assessment
231(1)
Evaluation
232(1)
Curriculum Design and Learner Autonomy
233(1)
Tasks
234(1)
Appendices 235(5)
References 240(18)
Index 258
John Macalister is Professor in Applied Linguistics at Victoria University of Wellington, New Zealand.

Paul Nation is Professor Emeritus in Applied Linguistics at Victoria University of Wellington, New Zealand.