Concepts of Negotiated Syllabus and Assessments in EFL Setting

Journal of Studies in Learning and Teaching English

شناسنامه علمی شماره، دوره 2، شماره 2 - شماره پیاپی 4، اسفند 2013، صفحه 103-115

نویسنده

Fatemeh Mollaei

Shiraz Azad University

چکیده

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

کلیدواژه‌ها

syllabus؛ negotiated syllabus؛ negotiated assessments EFL setting