Since the 1980s, new approaches to foreign language teaching and learning
have led to questioning traditional methodologies. In this context, some approaches have
lost significance while some others have gained momentum primacy. Parallel to these,
educationalists have developed new syllabuses which are appropriate to new approaches
and have begun to employ them. This study aims at evaluating a foreign language
syllabus that has come into use in secondary schools in Northern Cyprus since 2005-
2006 academic year. |