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    Course and Syllabus Design BIBLIOGRAPHY

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    Yumi MeeksGiz Sawabe
    This document provides a bibliography of sources related to course and syllabus design in language teaching. It includes over 50 references from 1981 to 2011 addressing topics such as needs analysis, learner-centered approaches, task-based and communicative syllabus design, materials development, program evaluation, and theoretical frameworks for syllabus design. The references cover both general and English for Specific Purposes course design.

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    Course and Syllabus Design BIBLIOGRAPHY

    Uploaded by

    Yumi MeeksGiz Sawabe
    385 views3 pages
    This document provides a bibliography of sources related to course and syllabus design in language teaching. It includes over 50 references from 1981 to 2011 addressing topics such as needs analysis, learner-centered approaches, task-based and communicative syllabus design, materials development, program evaluation, and theoretical frameworks for syllabus design. The references cover both general and English for Specific Purposes course design.

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    This document provides a bibliography of sources related to course and syllabus design in language teaching. It includes over 50 references from 1981 to 2011 addressing topics such as needs analysis, learner-centered approaches, task-based and communicative syllabus design, materials development, program evaluation, and theoretical frameworks for syllabus design. The references cover both general and English for Specific Purposes course design.

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    Attribution Non-Commercial (BY-NC)
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    385 views3 pages

    Course and Syllabus Design BIBLIOGRAPHY

    Uploaded by

    Yumi MeeksGiz Sawabe
    This document provides a bibliography of sources related to course and syllabus design in language teaching. It includes over 50 references from 1981 to 2011 addressing topics such as needs analysis, learner-centered approaches, task-based and communicative syllabus design, materials development, program evaluation, and theoretical frameworks for syllabus design. The references cover both general and English for Specific Purposes course design.

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    COURSE AND SYLLABUS DESIGN BIBLIOGRAPHY

    Basturkmen, H. (2003). Specificity and ESP course design. RELC Journal, 34, 4863. Batstone, R. (1988). Teachers and course design: The case for a modular approach. ELT Journal, 42, 185-195. Bell, R. T. (1981). An introduction to applied linguistics. Oxford: Batford. Biggs, J. (2003). Teaching for quality learning at university: What the student does. (2nd ed.). Buckingham: SRHE & Open University Press. Breen, M., Candlin, C. & Waters, A. (1979). Communicative materials design: Some basic principles. RELC Journal, 10, 1-23. Breen, M.P. (1987a). Contemporary paradigms in syllabus design: Part 1 [State of the art article]. Language Teaching, 20, 81-92. Breen, M.P. (1987b). Contemporary paradigms in syllabus design: Part 2 [State of the art article]. Language Teaching, 20, 157-174. Breen, M., Candlin, C., Dam, L. & Gabrielsen, G. (1989). The evolution of a teacher training programme. In R. K. Johnson (Ed.), The second language curriculum (pp. 111-136). Cambridge: Cambridge University Press Brown, J. D. (1995). The elements of language curriculum. Englewood Cliffs, NJ: Newbury House. Canale, M. & Swain, N. (1980): Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics 1, 1-47. Carter, R., Nunan, D. (Eds.) (2001) The Cambridge guide to teaching English to speakers of other languages. Cambridge: Cambridge University Press. Corder, S. P. (1073). Introducing applied linguistics. London: Penguin. Courtney, M. (1988). Some initial considerations for course design. English for Specific Purposes, 7, 195-203. Davies, F. (1988). Designing a writing syllabus in English for academic purposes. In P. C. Robinson (Ed.), Academic writing: Process and product (ELT Documents 129, pp. 130-142). London: Modern English Publications. Ellis, R. (2003). Designing a task-based syllabus. RELC Journal, 34, 64-81. Fanning, P. (1988). Skills-based syllabuses: Some issues. ESP Journal, 7, 103-112. Flowerdew, J. (1987). Cognitive style and specific-purpose course design. English for Specific Purposes, 5, 121-129. Flowerdew, L. (2005). Integrating traditional and critical approaches to syllabus design: The what, the how and the why? Journal of English for Academic Purposes, 4, 135-147. Graves, K. (Ed.). (1996). Teachers as course developers. Cambridge: Cambridge University Press. Graves, K. (2000). Designing language courses: A guide for teachers. Boston, MA: Heinle & Heinle.

    Gray, K. (1990) Syllabus design for the general class: what happens to theory when you apply it. ELT Journal 44, 4: 261-271. Hewings, M. & Dudley-Evans, T. (Eds.). (1996). Evaluation and course design in EAP. London: Prentice Hall Macmillan. Hu, G. (2007). Developing an EAP writing course for Chinese EFL students. RELC Journal, 38, 67-86. Hutchinson, T. & Water, A. (1987). English for specific purposes: A learning-centred approach. Cambridge: Cambridge University Press Impey, G. & Underhill, N. (1994). The ELT managers handbook. London: Heinemann. Johnson, K. (1982). Communicative syllabus design & methodology. Oxford: Pergamon. Johnson, R. K. (Ed.) (1989). The second language curriculum. Cambridge: Cambridge University Press. Johnson, B. & Peterson, S. (1994). The programme matrix: A conceptual framework for language programs. System, 22, 63-80. Jones, C. (1991). An integrated model for ESP syllabus design. English for Specific Purposes, 10, 155-172. Lambert, C. P. (2001). The viability of learner's beliefs and opinions as input for second language course design. RELC Journal, 32, 1-15. Lynch, B. K. (1996). Language programme evaluation. Cambridge; Cambridge University Press. Mackay, R. & Bosquet, M. (1981). LSP curriculum development: From policy to practice. Rowley, MA: Newbury House. Munby, J. (1978). Communicative syllabus design. Cambridge: Cambridge University Press. Nation, P. (2007). The four strands. Innovation in Language Learning and Teaching, 1, 2-13. Nation, I.S.P., Macalister, J. (2010) Language Curriculum Design. New York & London: Routledge/Taylor & Francis Nation, I.S.P., Macalister, J. (2011) Case Studies in Language Curriculum Design. New York & London: Routledge/Taylor & Francis. Nunan, D. (1986). Learner-centred curriculum innovation: A case study. RELC Journal, 17, 40-51. Nunan, D. (1988a). The learner centred curriculum. Cambridge: Cambridge University Press. Nunan, D. (1988b). Syllabus design. Oxford: Oxford University Press. Nunan, D. (1989). Hidden agendas: the role of the learner in programme implementation. In R. K. Johnson (Ed.), The second language curriculum (pp. 176187). Cambridge: Cambridge University Press Perkins, K. & Angelis, P. J. (1985). Some considerations for ESL program evaluation. RELC Journal, 16, 72-92.

    Prabhu, N. S. (1987). Second language pedagogy. Oxford. Oxford University Press. Richards, D. (Ed.). (1981) Communicative course design. Singapore: SEAMEO Regional English Language Centre. Richards, J. (1984). Language curriculum development. RELC Journal, 15, 1-29. Richards, J. (1993). Beyond the textbook: The role of commercial materials in language teaching. RELC Journal, 24, 1-14. Richards, J. (2001). Curriculum development in language teaching. Cambridge: Cambridge University Press. Robinson, P. (1991). ESP Today: A practitioner's guide. London: Prentice-Hall International. Stern, H. H. (1983). Fundamental concepts of language teaching. Oxford: Oxford University Press. Stern, H. H. (1989). Seeing the wood AND the trees: Some thoughts on language teaching analysis. In R. K. Johnson (Ed.), The second language curriculum (pp. 207221). Cambridge: Cambridge University Press. Stern, H. H. (1992). Issues and options in language teaching. Oxford: Oxford University Press. Swales, J. M. (1981). Definitions in science and law - evidence for subject-specific course component. Fachsprache, 3, 106-112. Taba, H. (1962). Curriculum development: Theory and practice. New York: Harcourt, Brace & World. Tickoo, M. L. (Ed.). (1987). Language syllabuses: State of the art. Singapore: SEAMEO Regional Language Centre. van Ek, J. A. (1976). The threshold level for modern language learning in schools. Harlow: Longman. Waters, A. (1987). Participatory course evaluation in ESP. English for Specific Purposes, 6, 3-12. White, R. V. (1988). The ELT curriculum. Oxford: Blackwell. White, R. V., Martin, M., Stimpson, M. & Hodge, R. (1991). Management in English language teaching. Cambridge: Cambridge University press. Wilkins, D. A. (1976). Notional syllabuses. Oxford: Oxford University Press. Willis, D. (1990). The lexical syllabus. London: CollinsCobuild. Willis, J. (1996). A framework for task-based learning. London: Longman. Yalden, J. (1987). Principles of course design for language teaching. Cambridge: Cambridge University Press. Yalden, J. (1988). Syllabus design: An overview of theoretical issues and practical implications. Annual Review of Applied Linguistics, 8, 30-47.

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