French Language Teaching Modules: A New Approach to Language-Teaching Materials

Abstract

Until very recently, language-teaching materials consisted mainly of textbooks, containing narratives, grammatical exposition, exercises, and a glossary. In addition, teachers had at their disposal other aids, such as readers, books of drills and exercises, song books, and so on. But the textbook was essential and central to the language program.

Contemporary Paradigms in Syllabus Design Part II

“…Work on bilingual programmes in Canada valuably illustrates the application of theme-based organisation of content as the focus of learning tasks; a focus upon social, cultural and everyday learning which may be seen as broader in scope than Prabhu's attention to cognitive abilities (Stern, 1971 ;Stern et al, 1980, andUllman, 1981). Within modern language teaching in Europe, a task-based approach is perhaps best illustrated through the recent interest in project work wherein learners undertake a large activity -perhaps over a good period of time -which involves the achievement of a range of contributory tasks (Legutke, 1982;Fried-Booth, 1982;Edelhoff, 1984;Deutscher Volkshochschul-Verband E. V., 1986;and Carter & Thomas, 1986).…”

Foreign–Language Syllabus Development: Some Recent Approaches

“…A number of existing ideas are examined in detail; ideas on selection and grading are discussed critically and ways are suggested for reconciling linguistic and communicative criteria. Stern's proposals for modules (Stern, 1971, andStern &Weinrib, 1971) are discussed, and the implications of various aspects of individualisation are considered. Another section considers the implications for syllabus development where the target language is a medium of education.…”