Contemporary Paradigms in Syllabus Design Part II

Breen, Michael

doi:10.1017/s026144480000450x

Cited by 68 publications

(37 citation statements)

References 24 publications

(18 reference statements)

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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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“…More definitions are about classroom learning. Breen (1987) understands task as "a range of workplans" (p.23). Nunan's (1989) view on task is commonly cited, which is "a piece of classroom work" involving "learners in comprehending, manipulating, producing, or interacting in the target language" (p.10).…”

Section: Understanding Of Taskmentioning

confidence: 99%

Influence of Planning on Students’ Language Performance in Task-based Language Teaching

Wang¹

2008

ELT

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“…Rooms which were so equipped would enable teachers to have access to a large and variety packed bank of materials. Teachers may then be able to negotiate and to provide personalised learning programs consisting of individualised sequences of learning tasks as suggested by a true 'process' syllabus (Breen, 1987). Learners could use MPCs loaded with vast repositories of learning material and tasks to work on at their own pace, towards their own desired objectives, using preferred types of material and exploiting their own preferred learning strategies.…”

Section: Future Directionsmentioning

confidence: 99%

Using Multimedia: An Investigation of Learners’ Attitudes

Brett

1996

Computer Assisted Language Learning

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This study, undertaken to assess the feasibility of the integration of multimedia learning provision into a university language curriculum, reports results from a questionnaire of 107 undergraduates' attitudes to the use of one such multimedia language learning program. General reactions to multimedia, attitudes to its learning efficacy and attitudes to multimedia as an independent study tool were investigated. Data on learner comparisons between multimedia and conventional learning tools were collected and statistical associations between types of learner and particular attitudes calculated. Results showed strongly favourable attitudes, that learners believed they could learn effectively from multimedia and that it delivered a high quality independent learning experience. Implications are that multimedia has a beneficial role to play in the curriculum and may have potential to facilitate effective language learning; may motivate; may have special value for learners regarding themselves as less able; is useful for self access; may supersede other language-learning technology and that further courseware development is warranted. Decisions have been taken to use the program to replace some undergraduate contact hours.

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Contemporary Paradigms in Syllabus Design Part II

Cited by 68 publications

References 24 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

Influence of Planning on Students’ Language Performance in Task-based Language Teaching

Using Multimedia: An Investigation of Learners’ Attitudes

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