Includes appendices and indexes.

Includes bibliographical references (pages 181-186).

"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 the planning, implementation, and evaluation of language courses. He synthesizes theoretical models and recent empirical studies, and considers the vital part played by curriculum design in managing the many factors of effective language teaching." (Book Cover)

CONTENTS:

Series Editors' Preface

Preface

1. Introduction
1.1 Preamble
1.2 Linguistics and Language Teaching
1.3 Learner-Centred Curriculum Development
1.4 The Curriculum Process
1.5 The Structure of the Study
1.6 Conclusion

2. Curriculum Processes
2.1 Traditional Approaches to the Curriculum
2.2 ESL and Curriculum Planning
2.3 Summary

3. Learner-Centred Curriculum Development
3.1 Introduction
3.2 Theoretical Bases for Learner-Centred Curricula
3.3 Communicative Language Teaching and Learner-Centred Curricula
3.4 Communicative Language Teaching - The Teacher's Perspective
3.5 The Concept of Language Proficiency
3.6 Towards a Generalised Language Curriculum Framework
3.7 The Teacher and the Curriculum
3.8 Summary

4. Pre-Course Planning Procedures
4.1 Introduction
4.2 The Starting Point
4.3 Needs Analysis
4.4 Participants in Pre-Course Planning Procedures
4.5 Grouping Learners
4.6 Resources for Planning
4.7 Investigating Needs-Analysis Procedures
4.8 Conclusion

5. Planning Content
5.1 Introduction
5.2 Content Selection - An Empirical Investigation
5.3 Analytical Approaches to Content Specification
5.4 Deriving Content from Learner Data
5.5 Grading Content
5.5 Conclusion

6. Methodology
6.1 Introduction
6.2 Methodology and Communicative Language Teaching
6.3 Acquisition in the Classroom
6.4 Stimulating Classroom Acquisition
6.5 Methodology in a Learner-Centred Curriculum
6.6 Negotiating Learning Activities
6.7 Conclusion

7. Resources for a Learner-Centred Curriculum
7.1 Introduction
7.2 Materials in a Learner-Centred Curriculum
7.3 The Community as a Resource
7.4 The Teacher as a Developer of Resources
7.5 Conclusion

8. Assessment and Evaluation
8.1 The Place of Evaluation in the Curriculum
8.2 Some Key Concepts in Evaluation
8.3 Some Key Questions in Evaluation
8.4 The Assessment of Second-Language Proficiency
8.5 Techniques of Self-Assessment
8.6 Conclusion

9. Evaluation and Professional Development
9.1 Introduction
9.2 Evaluation and the Planning Process
9.3 Evaluation and the Implemented Curriculum
9.4 Evaluation and the Assessed Curriculum
9.5 Causes of Learner Failure 9.6 Evaluation and Teacher Development
9.7 Conclusion

10. The Teacher as Curriculum Developer
10.1 Introduction
10.2 The Teacher as a Curriculum Developer - A National Study
10.3 Future Directions
10.4 Conclusion

References

Appendix

Subject Index

Author Index

Print version record.