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Syllabus Design for Learners of English as a Second Language - Research Paper Example

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"Syllabus Design for Learners of English as a Second Language" paper elaborates on the two following objectives, namely, scrutiny on the notion of the syllabus and deductive recommendations in the process, a critical analysis of the prejudices surrounding the proficiency…
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Syllabus Design for Learners of English as a Second Language
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Download file to see previous pages The translation and transmutation of syllabuses into the teaching procedures are generally recognized by the established conceptions of the second language learning methodologies, predominant amongst them are the Grammar Translation Method and Audiolingual Method. These notions in addition to the emergent concepts aiding to the structuring of the syllabus and curriculum for English as the Second Language are critically discussed in detail in this literary essay.

English being globally considered and established as the ‘lingua franca’ whether in terms of international communications or technological interrelations, hence English as the second language is extensively popularized and most sought after language worldwide. English has developed in diversified forms and varieties familiarized amongst the speakers of the colonial territories. In this context speaking about the existing notions in framing the syllabus structure for English as a second language certain prevalent practices are highlighted and scrutinized to arrive at the essential determinants.

Initially primary of the second language syllabuses were grammatically organized, however transformation into more practical learning materials have progressed the teaching tools and techniques. These novel methodologies inculcated during the sixties and seventies have been wonderfully depicted by Stern (1983) in the following words:
“they indicate a valuable new direction of thought in language pedagogy: to overcome the narrowness, rigidities, and imbalances which have resulted from conceptualizing language teaching purely or mainly through the concept of method. The scope of the developments to consider is varied. Nevertheless, together they point to a wider and more differentiated interpretation of the teaching. (p. 477)”

Stern (1983) stressed on dealing with the “what” in organizing a ‘Syllabus’ which elaborated on its constitution, mission and consecution, whereas ‘Curriculum’ explains the “who” and “how” answers. ...Download file to see next pagesRead More
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