Contemporary Paradigms in Syllabus Design. Part I

Breen, Michael

doi:10.1017/s0261444800004365

Cited by 57 publications

(47 citation statements)

References 11 publications

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“…(p. 204) Taking tasks as the main element of a syllabus, TBL proponents assume that participation in communication tasks, which requires learners to mobilize and orchestrate knowledge and abilities, will itself be a catalyst for language learning" (Breen, 1987a(Breen, , 1987b). The emphasis is upon using language to communicate in order to learn.…”

Section: Task-based Learning (Tbl)mentioning

confidence: 99%

Harvard Business School (HBS) Case Method to Teaching English for Business Communication

Liu

2016

ELR

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The present research investigated the effectiveness of Harvard Business School (HBS) case method to teaching English for Business Communication in an EFL context. The HBS case method is a commonly-used approach in the field of business and management to prepare MBA students for the challenges of leadership. In contrast, in the field of English language teaching, task-based learning (TBL) focuses on doing meaningful tasks using the target language. The definitions of tasks and the rationale of TBL are first discussed and then the TBL approach and the HBS case method are compared. The pedagogical framework is underpinned by content-based instruction, business case study and task-based learning, in which each approach has its source and theories to support it. A series of independent-groups t-tests were conducted to compare the English-majoring students' oral performance on business communication with and without the instruction of HBS case method. To find out English majors' perception toward the business case method, questionnaires were distributed as a follow-up study. Results provide some evidence for the effect of the case method on participation. Questionnaires reflect the learners' need for specialist knowledge as well as oral communication skills.

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Section: Task-based Learning (Tbl)mentioning

confidence: 99%

Harvard Business School (HBS) Case Method to Teaching English for Business Communication

Liu

2016

ELR

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“…What is interesting about these views in terms of the discussion favored by the authors is that they both reintroduce the learners as key participants in the learning process along with teachers, and provide a theoretical basis for the reemergence of a learner-centered process syllabus and the negotiated contributions to syllabus development by both teachers and learners as favored by Breen (1987). This means that syllabus in the postmethod pedagogy is much more than a road map of a course, given to teachers and delivered to learners.…”

Section: Journal Of Language Teaching and Research 595mentioning

confidence: 99%

“…Constructed by the group, it should resolve who does what, with whom, with what resources, when, how, and for what learning purposes (Breen, 1987). However, it remains somewhat theoretical.…”

Section: Journal Of Language Teaching and Research 595mentioning

confidence: 99%

Postmethod Era and Glocalized Language Curriculum Development: A Fresh Burden on Language Teachers

Ahmadian¹,

Rad²

2014

JLTR

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Abstract-The disappearance of method from academic discussions and the rise of the postmethod debate emanating from both the postmodernist philosophy and a globalized world have stirred a fresh round of discussion in academic circles in the field of the second language (L2) teaching profession. As a result of postmethod pedagogy, the teacher comes to the center of language learning and teaching and his/her beliefs, experiences and knowledge are greatly valued. Although postmethodists favor teacher autonomy, they do not favor the one-way flow of information inherent in a top-down syllabus, and provide a theoretical basis for the re-emergence of a learner-centered process syllabus and the negotiated contributions to syllabus development by both teachers and learners. Finally, although postmethod pedagogy favors a glocalized learner-centered curriculum, it is highly teacher-dependent since this is the postmethod teacher who can fulfill postmethod promises.

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“…Lexis and grammar are components of the task-based approach, but they appear as part of authentic communication of meaning and also as factors in social constructions produced independently both by teachers and students (Stern, 1984). In this way classroom activities are made up of several tasks (Breen, 1987;Corder, 1990:115).…”

Section: The Task-based Approach: the Link Between Integrative And Comentioning

confidence: 99%

Aproximación holística versus aproximación comunicativa en la evaluación de la producción oral en inglés

Vivanco

2014

RELIEVE

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[Aproximación holística versus aproximación comunicativa en la evaluación de la producción oral en inglés]by / por AbstractThe purpose of this article is to show the different communicative outputs in role-plays in two contrastive groups: students trained in integrative learning and students trained in communicative learning. The assessment of oral production carried out through a task-based approach to role-plays has shown that, even though communicative students master communicative techniques better than the integratively-taught group, the latter are more skilled in grammar. The students mean marking in the integrative group is not too far from the one obtained by the communicative group. We believe the reason for this is that integrative teaching fosters the use of linguistic skills which interact mutually. ResumenEl propósito de este artículo es mostrar el rendimiento comunicativo en las simulaciones en inglés en dos grupos contrastivos: estudiantes adiestrados en enseñanza integrativa en contraste con los que están siguiendo un curso de enfoque comunicativo. La evaluación de la producción oral mediante una aproximación por tareas a las actividades de simulación muestra que, aunque los estudiantes siguiendo el método comunicativo dominan mejor tales técnicas, los estudiantes del método integrativo son más aventajados en el dominio de la gramática. Sin embargo, la nota media de los alumnos del método integral no se encuentra demasiado alejada de la de los que han seguido el método comunicativo. La razón parece radicar en que el método holístico fomenta el uso de habilidades lingüísti-cas que interactúan entre sí.

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Contemporary Paradigms in Syllabus Design. Part I

Cited by 57 publications

References 11 publications

Harvard Business School (HBS) Case Method to Teaching English for Business Communication

Harvard Business School (HBS) Case Method to Teaching English for Business Communication

Postmethod Era and Glocalized Language Curriculum Development: A Fresh Burden on Language Teachers

Aproximación holística versus aproximación comunicativa en la evaluación de la producción oral en inglés

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