T H E E F L C U R R I C U L U M F O R S E C O N D A R Y E D U C A T I O N
- 1. THE EFL CURRICULUM FOR SECONDARY EDUCATION. APPROACHES TO CURRICULUM
- 2. CURRICULUM AS A SYLLABUS TO BE TRANSMITTED. THE PRODUCT APPROACH TO CURRICULUM DESIGN. THE PROCESS APPROACH TO CURRICULUM DESIGN. CURRICULUM AS PRAXIS
- 3. ELEMENTS OF THE CURRICULUM GOALS, AIMS AND OBJECTIVES SYLLABUS METHODOLOGY EVALUATION
- 4. A FRAMEWORK FOR CURRICULAR DESIGN THE COMMON EUROPEAN FRAMEWORK FOR LANGUAGES GENERAL COMPETENCES DECLARATIVE KNOWLEDGE ( Knowing about) PROCEDURAL KNOWLEDGE (Know How) ATTITUDINAL OR EXISTENTIAL COMPETENCE ABILITY TO LEARN
- 5. COMMUNICATIVE LANGUAGE COMPETENCE LINGUISTIC COMPETENCE : LEXICAL, GRAMMATICAL, SEMANTIC, PHONOLOGICAL, ORTHOGRAPHIC COM. SOCIOLINGUISTIC COMPETENCE: MARKERS OF SOCIAL RELATIONS, POLITENESS, REGISTER DIFFERENCE. PRAGMATIC COMPETENCE : DISCOURSE OR TEXTUAL COMP. FUNCTIONAL COMP.
Editor's Notes
- #3: Syllabus: selection and grading of language content; as product: achievement of pre-established aims, it is goal centered eg grammatical syllabuses and notional-functional syllabuses; as process: is seen as the interaction of students, teachers and knowledge, it aims to develop efficient learning strategies, concerned with learning styles, sts. Involved in the learning process; as praxis: action based on reflection together with a negotiation between teacher and learner. It is task-oriented.
- #4: Functional Syllabus vs. grammatical one;