The Handbook of Language Teaching, 2009, p.294-310
2009
Details
- Autor(en) / Beteiligte
- Titel
- Syllabus Design
- Ist Teil von
- The Handbook of Language Teaching, 2009, p.294-310
- Ort / Verlag
- Oxford, UK: Wiley‐Blackwell
- Erscheinungsjahr
- 2009
- Link zum Volltext
- Quelle
- Wiley Online Library All Obooks
- Beschreibungen/Notizen
- This chapter contains sections titled: Introduction: Two Basic Distinctions Traditional Approaches to Syllabus Design Contemporary Rationales for Syllabus Design Conclusion References Further Reading
- Sprache
- Englisch
- Identifikatoren
- ISBN: 9781405154895, 1405154896DOI: 10.1002/9781444315783.ch17Titel-ID: cdi_wiley_ebooks_10_1002_9781444315783_ch17_ch17
- Format
- –
- Schlagworte
- approaches to syllabus design and role of learner, contemporary rationales for syllabus design, experimental and classroom‐based research, grading and sequencing tasks and cognitive processing theory motivation in cognitive psychology, implementing task‐based language teaching, notional‐functional syllabi, simple versus complex skilled behavior in second language, SLA and general skill learning drawing on general cognitive mechanisms, syllabus design ‐ “units” of classroom activity and “sequence”, “Relational Approach” to syllabus design