The Learner-Centred Curriculum: A Study in Second Language Teaching (Cambridge Applied Linguistics). Cet article n’est pas disponible.
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Langue : anglais
Edité par Cambridge University Press, 1988
- Éd. originale
- Livre broché
- Occasion
Vendeur : One Planet Books, Columbia, MO, Etats-UnisOne Planet Books
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Livre broché
Etat: Occasion - Satisfaisant
EUR 7,33
A propos de cet article
Ships in a BOX from Central Missouri! May not include working access code. Will not include dust jacket. Has used sticker(s) and some writing and/or highlighting. UPS shipping for most packages, (Priority Mail for AK/HI/APO/PO Boxes).
N° de réf. du vendeur 000137406U
- Titre
- The Learner-Centred Curriculum: A Study in Second Language Teaching (Cambridge Applied Linguistics)
- Auteur
- Nunan, David
- Éditeur
- Cambridge University Press
- Année de publication
- 1988
- État de l'article
- Good
- Reliure
- paperback
- Langue
- anglais
- ISBN à 10 chiffres
- 0521358434
- ISBN à 13 chiffres
- 9780521358439
- Édition
- 1st Edition.
Traditionally, the curriculum has been regarded as a statement of what should be done in a course of study. The Learner-Centred Curriculum 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 planning, implementing, and evaluating language courses. He synthesizes theoretical models and recent empirical studies, and considers the vital part by curriculum design in coordinating the many aspects of language teaching.
« Synopsis » peut appartenir à une autre édition de cet ouvrage.
Présentation de l'éditeur
Traditionally, the curriculum has been regarded as a statement of what should be done in a course of study. The Learner-Centred Curriculum 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 planning, implementing, and evaluating language courses. He synthesizes theoretical models and recent empirical studies, and considers the vital part by curriculum design in coordinating the many aspects of language teaching.
« A propos de ce titre » peut appartenir à une autre édition de cet ouvrage.