Language Curriculum Development  

Oleh:

Richards, Jack C.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: RELC Journal (sebagian Full Text) vol. 15 no. 1 (Jun. 1984), page 1-29.
Topik: Language Curriculum Development
Fulltext: 1.pdf (1.46MB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/REL/15 Non-tandon: tidak ada Tandon: 1

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Isi artikel

In this survey paper the field of language curriculum development is defined as encompassing the processes of needs analysis, goal setting, syllabus design, methodology and evaluation. Each of these curriculum processes is surveyed and issues and practices in each area are discussed. Needs analysis is discussed in relation to language program planning and evaluation and different needs analysis procedures are examined. Different approaches to the planning of program objectives in language teaching are illustrated and a distinction between behavioural, process, content and proficiency-based objectives is made. The status of methodology within curriculum development is discussed in terms of a distinction between content oriented methods and those concerned primarily with instructional processes. The role of a syllabus within each approach is illustrated. The need for an empirical basis for methodological statements is emphasized and it is suggested that the classroom processes methods generate cannot necessarily be inferred from the philosophy of the method itself. The role of evaluation is discussed and different procedures used in summative and formative evaluation in language teaching are surveyed. The paper emphasizes that language curriculum development is not generally viewed in language teaching as a systematic set of interrelated processes and procedures which generate the data needed to develop sound educational practices. This may account for the lack of rigour and accountability in many language teaching programs.

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