Planning for Proficiency [microform] / Jack C. Richards.
Viewing language learning in terms of the development of proficiency has important implications for the process of curriculum development in English as a second language. A proficiency-oriented curriculum derives not from an analysis of the language code, but from an analysis of target language beha...
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| Format: | Microfilm Book |
| Language: | English |
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Distributed by ERIC Clearinghouse,
1985.
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| 100 | 1 | |a Richards, Jack C., |d 1943- |0 http://id.loc.gov/authorities/names/n83065436 |1 http://isni.org/isni/0000000108011845 | |
| 245 | 1 | 0 | |a Planning for Proficiency |h [microform] / |c Jack C. Richards. |
| 260 | |a [Place of publication not identified] : |b Distributed by ERIC Clearinghouse, |c 1985. | ||
| 300 | |a 16 pages | ||
| 336 | |a text |b txt |2 rdacontent. | ||
| 337 | |a microform |b h |2 rdamedia. | ||
| 338 | |a microfiche |b he |2 rdacarrier. | ||
| 583 | 1 | |a committed to retain |c 20240101 |d 2049101 |5 CoU |f Alliance Shared Trust |u https://www.coalliance.org/shared-print-archiving-policies | |
| 500 | |a ERIC Note: Paper presented at the annual meeting of the California Association of Teachers of English to Speakers of Other Languages (16th, San Diego, CA, April 1985). In: CATESOL (California Association of Teachers of English to Speakers of Other Languages) Occasional Papers, Number 11, Fall 1985. p16-30. |5 ericd. | ||
| 500 | |a ERIC Document Number: ED263764. | ||
| 520 | |a Viewing language learning in terms of the development of proficiency has important implications for the process of curriculum development in English as a second language. A proficiency-oriented curriculum derives not from an analysis of the language code, but from an analysis of target language behaviors. The interest is in both the product and the process of learning. One can determine the content of learning by identifying the educational, occupational, and interactional tasks learners need to perform in the target language. One can view the process of learning not as interlanguage development but as development of proficiency in functional task-related skills. The teacher, the syllabus, and the instructional materials assume a central role in teaching for proficiency since providing opportunities for proficiency development requires systematic needs analysis, task analysis, goal setting, and development and evaluation of teaching and learning activities. This is not to advocate a new movement or philosophy of language teaching, but to stress the importance of looking more closely at what language proficiency entails and how it can be addressed in the second language curriculum. A brief list of references concludes the paper. (Author/MSE) | ||
| 521 | 8 | |a Teachers. |b ericd. | |
| 521 | 8 | |a Practitioners. |b ericd. | |
| 533 | |a Microfiche. |b [Washington D.C.]: |c ERIC Clearinghouse |e microfiches : positive. | ||
| 650 | 1 | 7 | |a Curriculum Development. |2 ericd |
| 650 | 1 | 7 | |a English (Second Language) |2 ericd |
| 650 | 1 | 7 | |a Language Proficiency. |2 ericd |
| 650 | 0 | 7 | |a Language Skills. |2 ericd |
| 650 | 1 | 7 | |a Learning Theories. |2 ericd |
| 650 | 0 | 7 | |a Second Language Instruction. |2 ericd |
| 650 | 0 | 7 | |a Skill Development. |2 ericd |
| 650 | 1 | 7 | |a Teaching Methods. |2 ericd |
| 856 | 4 | 2 | |z Request ERIC Document |u https://colorado.idm.oclc.org/login?url=https://colorado.illiad.oclc.org/illiad/COD/illiad.dll?Action=10&Form=23 |
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