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Communicative Syllabus Design: A Sociolinguistic Model for Designing the Content of Purpose-Specific Language Programmes (English Language Learning: Reading Scheme) [Paperback]

John Munby

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Book Description

5 Mar 1981 0521282942 978-0521282949
Communicative Syllabus Design provides an ideal resource for identifying and selecting the syllabus content relevant to the needs of different types or groups of foreign-language learner. Clear examples are given at every stage of the explanation with two detailed studies of how the model works in practice. It should be invaluable to anyone writing ESP courses. Teachers who are involved in planning general courses should also find it relevant and informative since the criteria for analysing communicative needs can easily be adapted for their purposes.

Frequently Bought Together

Communicative Syllabus Design: A Sociolinguistic Model for Designing the Content of Purpose-Specific Language Programmes (English Language Learning: Reading Scheme) + Language Testing (Oxford Introduction to Language Study ELT) + Course Design: Developing Programs and Materials for Language Learning (Cambridge Language Teaching Library)
Price For All Three: 64.26

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Review

'… should be read and discussed anywhere where teachers are trained for teaching languages at advanced levels or where specific language courses are needed.' Christopher Brumfit, The Times Educational Supplement

'… unique in that it represents the most systematic and thoroughgoing implementation to date of the learner-centred, needs-based appraoch to syllabus design.' William T. Littlewood, International Review of Applied Linguistics

'… adds significantly to the professionalism of our discipline, and the Munby model is worth enacting simply for the clear-headed thinking about our students it requires. CSD is one of the basic texts in the literature of ESP.' English for Specific Purposes, Oregon State University

Book Description

Communicative Syllabus Design provides an ideal resource for identifying and selecting the syllabus content relevant to the needs of different types or groups of foreign-language learner. Clear examples are given at every stage of the explanation with two detailed studies of how the model works in practice. It should be invaluable to anyone writing ESP courses. Teachers who are involved in planning general courses should also find it relevant and informative since the criteria for analysing communicative needs can easily be adapted for their purposes.

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