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process syllabus

KJ


Subject Linguistics

DOI: 10.1111/b.9780631214823.1999.x


Extract

The process vs product distinction has been taken into language teaching from general educational studies, where it dates back to at least the 1960s; Mitzel (1960) , for example, utilizes it. White (1988) traces back the concept of the ‘process curriculum’, noting (p. 34) a course produced by Bruner (1960) which is described in terms which would be familiar to today's language teaching syllabus designers: ‘the … aims … centre around the processes of learning rather than the products.’ In applied linguistics the term process has come to be used primarily in relation to process writing as well as to syllabus design, though it may be argued that the use of the term in these two areas is not identical. White's survey of syllabus design (1988) is founded on a distinction between what he calls Type A and Type B syllabuses. The former are product syllabuses , ‘based on the pre-specification of content’ (p. 94), whether this be stated in structural, notionalfunctional or other terms (see structural syllabus and notional-functional syllabuses ). The process syllabus – Type B – in contradistinction, focuses on the ‘processes of learning and procedures of teaching – in other words [on] methodology’ (p. 94). Proposals for a language teaching process syllabus are particularly associated with Breen, whose 1984 paper provides useful discussion. He acknowledges a role for the ‘syllabus ... log in or subscribe to read full text

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