課程設(shè)計：英文本

Thanks
Introduction
1　The fact-finding stage： assessing societal factors
Overview
1.1 The language setting
1.1.1 The continuum： ESL- EFL
1.2　Patterns oflanguage use in society
1.2.1 Education
1.2.2 The labor market
1.2.3 The process of modernization
1.3 Group and individual attitudes toward language
1.4 The political and national context
Practical applications
References
2　The basis for curriculum and syllabus designing
Overview
2.1 Establishing realistic goals
2.1.1 In an EFL setting
2.1.2 In an ESL setting
2.1.3 Planning for courses outside the school system
2.1.4 Language analysis or language use as course goals
2.2 Surveying existing programs
2.2.1 The existing syllabus
2.2.2 The materials in use
2.2.3 Theteachers
2.2.4 Thelearners
2.2.5 Theresources
2.3 When the materials in use constitute the curriculum and syllabus
2.4 The separate purposes of a curriculum and a syllabus
2.4.1 The components of a curriculum
2.4.2 Types of syllabuses
Practical applications
References
3　How goals become realized through instructional plans
Overview
3.1 Translating general goals into syllabus objectives
3.1.1 A curriculum provides a statement of policy
3.1.2 The link between goals and objectives
3.1.3 Syllabuses without a curriculum
3.2 Language content, process, and product in syllabus designs
3.2.1 The language content dimension
3.2.2 The process dimension
3.2.3 The product dimension
3.3 Selecting the shape of the syllabus
3.3.1 The linear format　　
3.3.2 The modular format
3.3.3 The cyclical format
3.3.4 The matrix format
3.3.5 The story-line format
3.4 The place of method
Practical applications
References
4　A curriculum developed on communicative goals Overview
4.1 Sociocultural views of the nature of language
4.2 A cognitively-based view oflanguage learning
4.2.1 Strategies and tactics
4.2.2 Context-embedded and context-reducedlanguage use
4.2.3 The holistic approach to language learning
4.2.4 What learners' errors tell us
4.3 The fundamentals of a humanistic curriculum
4.4 Exploring the roles of teachers, learners and others within a communicative curriculum
4.4.1 Teaching/learning as a metaphor
4.4.2 Is teaching/learning adequate>
4.4.3 Cross-culruralimplications
4.4.4 Developing alternative metaphors
Practical applications
References
5　The scope of a communicative syllabus
Overview
5.1 Expansion of the language content dimension
5.1.1 Conceptual and functional meaning
5.1.2 Socioculturalappropriateness
5.1.3 Longer spans of discourse
……
6　Focuslng onlanguage contentin a communicative syllabus
7　Focuslng on process： materials that dealwith sociocultural appropriareness
8　Focusina on product： materials that deal with the reading skill
9　Creating materials： the link between syllabus and audience
Epilogue
Cumulative bibliography
Acknowledgements
Index