The learner-centred curriculum : a study in second language teaching / David Nunan.
By: Nunan, David.
Material type:
TextPublisher: Cambridge [England] ; New York : Cambridge University Press, 1988Description: xii, 196 p. : ill. ; 24 cm.ISBN: 0521353092; 9780521353090; 0521358434 (pbk.); 9780521358439 (pbk.).Subject(s): English language -- Study and teaching -- Foreign speakersDDC classification: 428.24 Summary: Traditionally, the curriculum has been regarded as a statement of what should be done in a course of study. This book takes as its starting point what is done by language teachers in their classes. Nunan develops a concept of the negotiated model in which the curriculum is a collaboration between teachers and students. The author looks at the curriculum from a teacher's perspective and reports on what instructors focus on in planning, implementing, and evaluating language courses. He synthesizes theoretical models and recent empirical studies, and considers the vital part by curriculum design in coordinating the many aspects of language teaching. --From publisher's description.
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Books
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SCHOOL OF KISWAHILI AND FOREIGN LANGUAGES
Welcome to School of Kiswahili and Foreign Langauages Library Nkurumah |
non fiction | 428.24 NUN (Browse shelf) | Available | n000004038 |
Browsing SCHOOL OF KISWAHILI AND FOREIGN LANGUAGES Shelves , Shelving location: Library shelves , Collection code: non fiction Close shelf browser
| 428.24 MAC Exercises in English patterns and usage / | 428.24 MAK Exercises in English patterns and usage / | 428.24 MON Vital vocabulary: | 428.24 NUN The learner-centred curriculum : | 428.24 RIN Grammar games | 428.24 RIN Grammar games | 428.24 ROB Using English / |
Includes indexes.
Traditionally, the curriculum has been regarded as a statement of what should be done in a course of study. This book takes as its starting point what is done by language teachers in their classes. Nunan develops a concept of the negotiated model in which the curriculum is a collaboration between teachers and students. The author looks at the curriculum from a teacher's perspective and reports on what instructors focus on in planning, implementing, and evaluating language courses. He synthesizes theoretical models and recent empirical studies, and considers the vital part by curriculum design in coordinating the many aspects of language teaching. --From publisher's description.
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