Trying to balance behavioral and linguistic objectives in a specific needs task-based syllabus design

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概要

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• The relation between specific needs and the notion of task as the unit of analysis in syllabus design is rightly a strong one because a task-based approach can identify the needs as coherent sets of behaviors. One question that a task-based syllabus designer must ask, however, is whether the necessary linguistic inputs can be graded and sequenced in such a way that they help to build the linguistic foundation without which the students cannot adequately produce the required behaviors. This paper will examine this question through a case study of the history of the syllabus design for the International University of Japan's (IUJ) annual intensive English program for prospective MBA students that began in 1988.The starting point will be a paper that IUJ's Mohammed Ahmed gave at the 1989 LULTAC Conference in which the questions of linguistic grading and sequencing were raised but not answered. The struggles of successive syllabus designers to reconcile behavioral and linguistic needs will then be analyzed. The paper will conclude by arguing that the present trend towards a multi-syllabus design in which a task-based syllabus exists side by side with satellite linguistic syllabi represents the best outcome for this and, perhaps, for other similar courses.

• 国際大学の論文

著者

• Smith Richard

  English Language Program International University Of Japan

関連論文

• Some Interim Reflections on the Interpretation of English Proficiency Data from the IUJ Graduate School of International Management Admissions Screening of Japanese Students
• Trying to balance behavioral and linguistic objectives in a specific needs task-based syllabus design

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