000			09205cam a2200445 i 4500
999			_c1132 _d1132
001			19876869
003			OSt
005			20230812162709.0
008			170809s2017 enka b 001 0 eng d
010			_a 2016478440
020			_a9781316625545 (pbk)
035			_a(OCoLC)ocn994220104
040			_aU2Q _beng _cJCRC _dOCLCQ _dDLC
042			_alccopycat
050	0	0	_aP53 _b.R493 2017
100	1		_aRichards, Jack C. _d1943- _q(Croft)
245	1	0	_aCurriculum Development in Language Teaching / _cJack C. Richards.
250			_a2nd ed.
260			_aNew York, NY : _bCambridge University Press, _c2017.
300			_axii, 335 p. : _bcov. ill. ; _c25 cm.
504			_aIncludes bibliographical references (pages 308-320) and index.
505			_aIntroduction
505			_a1. The nature of curriculum _tIntroduction _t1.1 Internal and external influences on curriculum _t1.2 The nature of curriculum _t1.3 Curriculum and the teacher _t1.4 Curriculum as product and process _tConclusions _tDiscussion questions _tAppendix 1 Extract from a state curriculum (Hong Kong Government 2004, 4-6) _tAppendix 2 The Austrian education system _tAppendix 3 Extract from an institutional curriculum (Lone Star College System 2013-2014, 6-7) _tAppendix 4 Extract from a general curriculum (Council of Europe 2001) _tAppendix 5 Extract from a teacher’s curriculum _tCase study 1 Developing a course in creative non-fiction / _rDino Mahoney _tCase study 2 An institutional curriculum for a pre-service English teacher-education program / _rChristian Rudianto
505			_a2. Syllabus design: a brief history _tIntroduction _t2.1 The nature of syllabus design _t2.2 Selection and gradation _t2.3 Vocabulary selection _t2.4 Grammar selection _tConclusions _tDiscussion questions _tAppendix 1 The most frequent content words in the British National Corpus (from Kennedy 1998) _tAppendix 2 Headwords of the Academic Word List (Coxhead 2011) _tAppendix 3 Part of an early English grammatical syllabus (from Hornby 1959) _tCase study 3 A course in English for baristas / _rKyle Smith
505			_a3. New directions in syllabus and curriculum design _tIntroduction _t3.1 The quest for new methods _t3.2 Changing needs for foreign languages in Europe _t3.3 Communicative Language Teaching _t3.4 The search for new syllabus models _t3.5 English for Specific Purposes _t3.6 Needs analysis in ESP _t3.7 Emergence of a curriculum approach in language teaching _tConclusions _tDiscussion questions _tAppendix 1 Threshold level syllabus (from Van Ek and Trim 1998) _tCase study 4 An ESP course for international students / _rSasha Wajnryb _tCase study 5 Language learning and technology / _rChristoph A. Hafner
505			_a4. Needs analysis _tIntroduction _t4.1 The nature of needs _t4.2 Course design for learners who may have no specific need _t4.3 Larger-scale needs analysis _t4.4 The goals of needs analysis _t4.5 The users of needs analysis _t4.6 The target population _t4.7 Procedures for conducting large-scale needs analysis _t4.8 Making use of the information obtained _t4.9 Applying the findings of needs analysis _tConclusions _tDiscussion questions _tAppendix 1 Questionnaire to determine learners’ subjective needs _tAppendix 2 Needs analysis questionnaire for non-English-background students (from Gravatt, Richards, and Lewis 1997) _tAppendix 3 Needs assessment questionnaire for use in designing a course for adults at beginner level (from TAS 2011, Appendix K, pp. 81-82) _tCase study 6 Planning a course in technical communication / _rLindsay Miller _tCase study 7 Developing a foundation course for college students / _rRob Haines
505			_a5 Context and the curriculum _tIntroduction _t5.1 The sociocultural environment _t5.2 The learners _t5.3 The teachers _t5.4 The institution _t5.5 Means of delivery _t5.6 Adoption factors _t5.7 Profiling the factors identified in the situation analysis _tConclusions _tDiscussion questions _tAppendix 1 Situation analysis profile _tAppendix 2 Matrix for identifying factors in curriculum renewal process (from Rodgers 1984) _tCase study 8 Effective classroom management for in-service teachers / _rHusai Ching _tCase study 9 A blended undergraduate course in Ecuador / _rJosé Lema
505			_a6 Curriculum aims and outcomes _tIntroduction _t6.1 Goal setting in backward design _t6.2 Aims, objectives, learning outcomes, competencies _t6.3 Standards _t6.4 Process outcomes _tConclusions _tDiscussion questions _tCase study 10 Developing a course on discussion skills / _rMichael Griffin
505			_a7 Course planning _tIntroduction _t7.1 Determining the level of the course _t7.2 Choosing a syllabus framework _t7.3 Content-based syllabus and CLIL _t7.4 Competency-based syllabuses _t7.5 Task-based syllabus _t7.6 Text-based syllabus _tConclusions _tDiscussion questions _tAppendix 1 The ACTFL Proficiency Guidelines 2012 – For Speaking _tAppendix 2 Description of performance levels; writing (adapted by Paltridge from the IELTS test [Paltridge 1992]) _tAppendix 3 Some common text types _tAppendix 4 Designing a course from texts (from Burns and Joyce 1997) _tCase study 11 Developing a content-based course / _rLindsay Miller _tCase study 12 A CLIL course: The Thinking Lab Science / _rRosa Bergadà _tCase study 13 A pre-university course for international students in Australia / _rPhil Chappell
505			_a8 Course planning (2) _tIntroduction _t8.1 Skill-based syllabus _t8.2 Functional syllabus _t8.3 Grammatical syllabus _t8.4 Vocabulary syllabus _t8.5 Situational syllabus _t8.6 Determining the scope and sequence _t8.7 Developing instructional segments _tConclusions _tDiscussion questions _tAppendix 1 Skills syllabus for listening and speaking from Malaysian Secondary School Syllabus form IV (1989) _tAppendix 2 Curriculum for a listening class – Curriculum design: Low-Intermediate Adult ESL Listening Class by Rebecca Nicholson _tAppendix 3 Grammar items and their sequence in a first-year English course (from Richards and Bohlke 2012) _tCase study 14 A course for first-year university students / _rPhil Wade _tCase study 15 A general English course for international students / _rFrank S. Rogers
505			_a9 Curriculum as process _tIntroduction _t9.1 An alternative understanding of curriculum _t9.2 What teachers bring to teaching _t9.3 How teachers think about lesson purposes _t9.4 What happens during lessons _tConclusions _tDiscussion questions _tAppendix 1 Example of exploratory practice (EP) (Edwards 2005) _tCase study 16 Thinking through English / _rAlan S. Mackenzie
505			_a10 Textbooks, technology, and the curriculum _tIntroduction _t10.1 Textbooks as teaching resource _t10.2 Criticism of textbooks _t10.3 Authentic versus created materials _t10.4 Evaluating textbooks _t10.5 Adapting materials _t10.6 Monitoring the use of materials _t10.7 Technology as a teaching and learning resource _t10.8 Support provided by technology _t10.9 Examples of the use of technology in teaching the four skills _tConclusions _tDiscussion questions _tAppendix 1 ESL reading textbook evaluation checklist (from Miekley 2005) _tAppendix 2 Evaluating technology _tCase study 17 Using textbooks in a large-scale language program / _rEric Anthony Tejeda Evans _tCase study 18 Using the resources of technology in a college English program / _rHiroyuki Obari
505			_a11 Approaches to evaluation _tIntroduction _t11.1 The focus of evaluation _t11.2 Audience for evaluation _t11.3 Quantitative and qualitative approaches _t11.4 Product-focused evaluation _t11.5 Formative and summative evaluation _t11.6 The importance of documentation _t11.7 Evaluating the evaluation _t11.8 Procedures used in conducting evaluations _t11.9 Process-focused evaluation: descriptive and reflective evaluation _t11.10 Implementing reflective evaluation _tConclusions _tDiscussion questions _tAppendix 1 Best practice in English language teaching _tCase study 19 Evaluating an in-service program for English language teachers / _rGeoffrey Crewes _tCase study 20 Evaluating the content of an EAP program / _rJonathan Newton _tCase study 21 Evaluating an English course for tertiary-level learners / _rDavid Crabbe
505			_aReferences
520			_a"Curriculum Development in Language Teaching Second edition has been thoroughly revised and updated to reflect contemporary issues in curriculum. As well as describing and examining a traditional product-focused curriculum perspective, it considers curriculum from the perspective of classroom processes. Case studies, which are used to exemplify issues and questions - within and at the end of each chapter - allow for reflection and discussion." (Book Cover)
650		0	_aLanguage and languages _xStudy and teaching.
650		0	_aCurriculum planning.
856			_uhttp://www.cambridge.org/ca/cambridgeenglish/catalog/teacher-training-development-and-research/curriculum-development-language-teaching-2nd-edition/curriculum-development-language-teaching-2nd-edition-paperback _zPublisher's Website.
942			_2z _cBK