Preparing and Implementing a Task-based ESL Curriculum in an EFL Setting: Implications for Theory and Practice
Preparing and Implementing a Task-based ESL Curriculum in an EFL Setting: Implications for Theory and Practice
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在 EFL 环境中准备和实施基于任务的 ESL 课程：理论和实践的启示
DOI：
10.18806/tesl.v11i2.631
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发表时间：
1994
影响因子：
--
通讯作者：
Guijing Gu
中科院分区：
文献类型：
--
作者：
Elizabeth Gatbonton;Guijing Gu
当前关于课程开发（CD）的知识变得更加突出重点时，从不同的设置开发课程的经验来看。新的设置与以前的CD站点越不同，获得的关于此知识的观点就越有趣。在本文中，我们讨论了一个CD项目设置在中国北京。在这种独特的环境中开发课程所带来的挑战是众多的。最重要的是，必须协商一个能够被具有不同文化和专业背景的两组教师接受的以工作为导向的英语作为第二语言（ESL）课程，他们不仅必须提高异质学习者群体的熟练程度。在短时间内，还必须参与涉及新课程的技能交流计划。
Current knowledge about curriculum development (CD) comes into sharper focus when viewed in the light of experiences gained from developing curricula in different settings. The more distinct the new setting is from previous CD sites, the more interesting the perspective gained about this knowledge. In this paper we discuss a CD project set in Beijing, China. The challenges posed by developing curriculum in this unique setting are numerous. Foremost are those arising from having to negotiate a work-oriented English as a Second Language (ESL) curriculum acceptable to two groups of teachers with different cultural and professional backgrounds who must not only raise the proficiency level of heterogeneous groups of learners in a short period of time but must also participate in an exchange of skills program involving the new curriculum.