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Curriculum Architecture and Syllabus Design: What Is Involved?

Curriculum Architecture and Syllabus Design: What Is Involved?

Copyright: © 2019 |Pages: 46
ISBN13: 9781522582205|ISBN10: 1522582207|EISBN13: 9781522582212
DOI: 10.4018/978-1-5225-8220-5.ch005
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MLA

Elena Orlova. "Curriculum Architecture and Syllabus Design: What Is Involved?." An Invariant-Based Approach to Second Language Acquisition: Emerging Research and Opportunities, IGI Global, 2019, pp.98-143. https://doi.org/10.4018/978-1-5225-8220-5.ch005

APA

E. Orlova (2019). Curriculum Architecture and Syllabus Design: What Is Involved?. IGI Global. https://doi.org/10.4018/978-1-5225-8220-5.ch005

Chicago

Elena Orlova. "Curriculum Architecture and Syllabus Design: What Is Involved?." In An Invariant-Based Approach to Second Language Acquisition: Emerging Research and Opportunities. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-8220-5.ch005

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Abstract

The development of a language learning syllabus and the organization of a language education curriculum require an integrated model in which all the aspects covered in the course are interrelated. A syllabus is actually to be a well-founded model that provably corresponds to the real parameters of language learning. With all the correct wording and terminology used, some programs include discrete and internally unrelated formal statements which are of little instructional value. Binary predication units being efficient tools of the invariant approach, a syllabus structured on their basis acquires a functionally balanced representation. A classification of syllabus-related predicative composites is considered, alongside examples of content presentation and inceptive introduction practice. The main issues considered include the notions of curriculum and syllabus, syllabus design peculiarities, the invariant approach inventory in syllabus design projections, and examples of invariant predicative layouts on the advanced level of learning English at university.

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