Concepts of Negotiated Syllabus and Assessments in EFL Setting
الموضوعات : Journal of Studies in Learning and Teaching English
1 - Shiraz Azad University
الکلمات المفتاحية: syllabus, negotiated syllabus, negotiated assessments EFL setting,
ملخص المقالة :
One of the basic processes in language teaching contexts is the design of the curriculum and syllabus. Changing needs of language teaching leads to new syllabus, which appeals to the learners better than the others. One of these new models is the negotiated syllabus in language classrooms. A negotiated syllabus or process syllabus is very different from other syllabuses; this is to say this model gives students an opportunity to participate in the design of the language program con- tent as well as in assessment. This theory was originally born out of the need for a communicative approach. Supporters of this theory contend that a negotiated syllabus places students’ needs in the forefront. Stu- dents should be allowed to negotiate learning outcomes, to coordinate with teachers and other learners in a process of discovery, to involve in critical thinking and to relate everything they do in school of their reality outside the classroom. This study aims to discuss the implemen- tation of a particular kind of syllabus known as a negotiated syllabus and negotiated assessment in EFL setting. It is an attempt to consider how negotiated work can help learners learn and how they can manage their own learning in creating learning opportunities for themselves and each other, and to feel confident that the learning opportunities they create fit their own individual needs
