, , . (. Threshold level, . 70).
:
performance , ;
conditions , ;
standard , (Nunan 1994, . 64).
: (conditions) , (performance). (standard).
, , , (. Behaviourism, . 24), , (. Humanistic approach, . 28), .
, . , , , , . , (. Negotiated syllabus, . 83).
. (. Graded objectives, . 76). (. Grading, . 79), .
Graded objectives
, , ; , , , , , . .
(. National Curriculum, . 66) , . , .
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, . , . , . -, -, , .
. , . , , .
, , , . , . , .
, .
Process objectives vs. Product objectives
, (process objectives) , (product objectives).
, , , , . .
, , , .
(. Process-oriented approach, . 34) , , , .
, ( Pro duct-oriented approach, . 33), , , , , . , , , . , , , .
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Content
, , ( 1986, . 5). , , , .
, content , , , .
content , , , , . , (. Syllabus, . 68) .
syllabus :
, , , (. Background knowledge, . 94);
(, , ) ;
;
(. Study skills, . 94);
(, , );
: , , , , , , -;
.
, , (, 1993, . 284), , , , , , .
. . , , , . (Corpus of the English Language).
. , , .
Ordering / Sequencing
, (, , , . .), , .
, . . , - (. Consciousness-raising approach, . 57) (. Data-driven learning, . 59), , , .
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(. Communicative method, . 48) , .
. (. Integrated approach, . 37), : . , , , .
Grading
() , . (. Syllabus, . 68) (. Ordering, . 78).
(natural order) (lock-step grading). , , . , .
, . , , . Present Continuous, , to be .
, . , , , , . , .
2.3. Approaches to syllabus design
pproach to syllabus design
. ( ) , , , .
, (. Type of syllabus, . 82). , . (. Analytic approach, . 80; Synthetic approach, . 80), - (. Functional approach, . 81) (. Functional syllabus, . 85).
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Synthetic approach
. , (. Product-oriented approach, . 33) . (. Deductive approach, . 34).
, , , , , , . , , .
, , , , . (. Structural syllabus, . 86) - (. Functional syllabus, . 85) (White 1988; Hutchinson and Waters 1993; Nunan 1994).
Analytic approach
. (. Process-oriented approach, . 34), . , , .
, . (. Deductive approach vs. Inductive approach, . 34). , , .
(chunks) , . , , , , , , .
, , , (function) (notion), . (. Content-based syllabus, . 84) , (. Task-based syllabus, . 86).