course and syllabus design bibliography

7/27/2019 Course and Syllabus Design BIBLIOGRAPHY

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COURSE AND SYLLABUS DESIGN BIBLIOGRAPHY

Basturkmen, H. (2003). Specificity and ESP course design. RELC Journal, 34, 48-63.

Batstone, R. (1988). Teachers and course design: The case for a modular approach.ELT Journal, 42, 185-195.

Bell, R. T. (1981).An introduction to applied linguistics. Oxford: Batford.

Biggs, J. (2003). Teaching for quality learning at university: What the student does.(2nd ed.). Buckingham: SRHE & Open University Press.

Breen, M., Candlin, C. & Waters, A. (1979). Communicative materials design: Somebasic principles. RELC Journal, 10, 1-23.

Breen, M.P. (1987a). Contemporary paradigms in syllabus design: Part 1 [State ofthe art article]. Language Teaching, 20, 81-92.

Breen, M.P. (1987b). Contemporary paradigms in syllabus design: Part 2 [State ofthe art article]. Language Teaching, 20, 157-174.

Breen, M., Candlin, C., Dam, L. & Gabrielsen, G. (1989). The evolution of a teachertraining programme. In R. K. Johnson (Ed.), The second language curriculum (pp.111-136). Cambridge: Cambridge University Press

Brown, J. D. (1995). The elements of language curriculum. Englewood Cliffs, NJ:Newbury House.

Canale, M. & Swain, N. (1980): Theoretical bases of communicative approaches tosecond language teaching and testing.Applied Linguistics 1, 1-47.

Carter, R., Nunan, D. (Eds.) (2001) The Cambridge guide to teaching English tospeakers of other languages. Cambridge: Cambridge University Press.

Corder, S. P. (1073). Introducing applied linguistics. London: Penguin.

Courtney, M. (1988). Some initial considerations for course design. English forSpecific Purposes, 7, 195-203.

Davies, F. (1988). Designing a writing syllabus in English for academic purposes. InP. C. Robinson (Ed.),Academic writing: Process and product(ELT Documents 129,pp. 130-142). London: Modern English Publications.

Ellis, R. (2003). Designing a task-based syllabus. RELC Journal, 34, 64-81.

Fanning, P. (1988). Skills-based syllabuses: Some issues. ESP Journal, 7, 103-112.

Flowerdew, J. (1987). Cognitive style and specific-purpose course design. Englishfor Specific Purposes, 5, 121-129.

Flowerdew, L. (2005). Integrating traditional and critical approaches to syllabusdesign: The what, the how and the why? Journal of English for AcademicPurposes, 4, 135-147.

Graves, K. (Ed.). (1996). Teachers as course developers. Cambridge: CambridgeUniversity Press.Graves, K. (2000). Designing language courses: A guide for teachers. Boston, MA:

Heinle & Heinle.


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Gray, K. (1990) Syllabus design for the general class: what happens to theory whenyou apply it. ELT Journal44, 4: 261-271.Hewings, M. & Dudley-Evans, T. (Eds.). (1996). Evaluation and course design inEAP. London: Prentice Hall Macmillan.Hu, G. (2007). Developing an EAP writing course for Chinese EFL students. RELC

Journal, 38, 67-86.Hutchinson, T. & Water, A. (1987). English for specific purposes: A learning-centredapproach. Cambridge: Cambridge University Press

Impey, G. & Underhill, N. (1994). The ELT managers handbook. London:Heinemann.

Johnson, K. (1982). Communicative syllabus design & methodology. Oxford:Pergamon.

Johnson, R. K. (Ed.) (1989). The second language curriculum. Cambridge:Cambridge University Press.

Johnson, B. & Peterson, S. (1994). The programme matrix: A conceptual frameworkfor language programs. System, 22, 63-80.

Jones, C. (1991). An integrated model for ESP syllabus design. English for SpecificPurposes, 10, 155-172.

Lambert, C. P. (2001). The viability of learner's beliefs and opinions as input forsecond language course design. RELC Journal, 32, 1-15.

Lynch, B. K. (1996). Language programme evaluation. Cambridge; CambridgeUniversity Press.

Mackay, R. & Bosquet, M. (1981). LSP curriculum development: From policy to

practice. Rowley, MA: Newbury House.

Munby, J. (1978). Communicative syllabus design. Cambridge: CambridgeUniversity Press.

Nation, P. (2007). The four strands. Innovation in Language Learning and Teaching,1, 2-13.Nation, I.S.P., Macalister, J. (2010) Language Curriculum Design. New York &London: Routledge/Taylor & FrancisNation, I.S.P., Macalister, J. (2011) Case Studies in Language Curriculum Design.New York & London: Routledge/Taylor & Francis.Nunan, D. (1986). Learner-centred curriculum innovation: A case study. RELCJournal, 17, 40-51.

Nunan, D. (1988a). The learner centred curriculum. Cambridge: CambridgeUniversity Press.

Nunan, D. (1988b). Syllabus design. Oxford: Oxford University Press.

Nunan, D. (1989). Hidden agendas: the role of the learner in programmeimplementation. In R. K. Johnson (Ed.), The second language curriculum (pp. 176-187). Cambridge: Cambridge University PressPerkins, K. & Angelis, P. J. (1985). Some considerations for ESL programevaluation. RELC Journal, 16, 72-92.


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Prabhu, N. S. (1987). Second language pedagogy. Oxford. Oxford University Press.

Richards, D. (Ed.). (1981) Communicative course design. Singapore: SEAMEORegional English Language Centre.

Richards, J. (1984). Language curriculum development. RELC Journal, 15, 1-29.

Richards, J. (1993). Beyond the textbook: The role of commercial materials in

language teaching. RELC Journal, 24, 1-14.

Richards, J. (2001). Curriculum development in language teaching. Cambridge:Cambridge University Press.

Robinson, P. (1991). ESP Today: A practitioner's guide. London: Prentice-HallInternational.

Stern, H. H. (1983). Fundamental concepts of language teaching. Oxford: OxfordUniversity Press.

Stern, H. H. (1989). Seeing the wood AND the trees: Some thoughts on languageteaching analysis. In R. K. Johnson (Ed.), The second language curriculum (pp. 207-

221). Cambridge: Cambridge University Press.

Stern, H. H. (1992). Issues and options in language teaching. Oxford: OxfordUniversity Press.

Swales, J. M. (1981). Definitions in science and law - evidence for subject-specificcourse component. Fachsprache, 3, 106-112.

Taba, H. (1962). Curriculum development: Theory and practice. New York: Harcourt,Brace & World.

Tickoo, M. L. (Ed.). (1987). Language syllabuses: State of the art. Singapore:SEAMEO Regional Language Centre.

van Ek, J. A. (1976). The threshold level for modern language learning in schools.Harlow: Longman.

Waters, A. (1987). Participatory course evaluation in ESP. English for SpecificPurposes, 6, 3-12.

White, R. V. (1988). The ELT curriculum. Oxford: Blackwell.

White, R. V., Martin, M., Stimpson, M. & Hodge, R. (1991). Management in Englishlanguage teaching. Cambridge: Cambridge University press.

Wilkins, D. A. (1976). Notional syllabuses. Oxford: Oxford University Press.

Willis, D. (1990). The lexical syllabus. London: CollinsCobuild.Willis, J. (1996).A framework for task-based learning. London: Longman.

Yalden, J. (1987). Principles of course design for language teaching. Cambridge:Cambridge University Press.Yalden, J. (1988). Syllabus design: An overview of theoretical issues and practicalimplications.Annual Review of Applied Linguistics, 8, 30-47.