Ll Transfer and L2 Complexity as Factors in Syllabus Design  

Oleh:

Pica, Teresa

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: TESOL Quarterly (Full Text; vol 1-16 ada di JSTOR) vol. 18 no. 4 (Dec. 1984), page 689-704.
Fulltext: vol 18 no.4 pp.689-704.pdf (444.13KB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/TES/18 Non-tandon: tidak ada Tandon: 1

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Isi artikel

Traditionally, second language syllabus organization has been based on the assumption that how a language is described is related to how it is processed by learners of that language. This article examines two traditional approaches to syllabus design in terms of how each defines this relationship. Underlying one approach is the assumption that second language (L2) structures which differ most from equivalent structures in a learner's native language (LI) are also the most difficult to learn and should' therefore be given greatest emphasis in the syllabus. The other approach is based on the premise that there is a direct relationship between linguistic complexity and learning difficulty and that a syllabus should therefore present target structures to the learner in order of increasing linguistic complexity. These approaches are evaluated from linguistic perspectives on the nature of language and psycholinguistic evidence on the sequence of language acquisition. Recent studies on interlanguage development are cited to argue that syllabus design can be enhanced by attention to both approaches-more specifically, to the issues of first language transfer and target language complexity. The article does not advocate a return to exclusive use of either approach; rather, it emphasizes new perspectives which each can bring to the selection and grading of syllabus items.

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