A learner-centred foreign language curriculum for a large, diverse group of students? yes, it is possible
In the reality of learner diversity and large enrolment, how can we effectively deliver a foreign language curriculum that is learner-centred and communicatively-based, and that fosters learner autonomy? This paper proposes a curriculum innovation in which a curriculum holds two major components: one of self-directed learning project and the other of any syllabus type of one’s choice. The paper describes and discusses a case study, which is a trial of the proposed curriculum, then further makes recommendations for successful implementation of such a curriculum. The project section of the proposed curriculum has four stages: the introduction stage where the concepts and benefit of the project are introduced to learners; the planning stage where the learners draw learning contracts; the monitoring stage where the learners monitor and modify their learning; and the assessment stage where the learners assess their own performance in accordance with their learning contracts.
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Cited by (2)
Cited by two other publications
Zhong, Yong
2008.
Teaching Translators through Self-Directed Learning.
The Interpreter and Translator Trainer 2:2
► pp. 203 ff.
![DOI logo](//benjamins.com/logos/doi-logo.svg)
Thomson, Chihiro Kinoshita, Hiromi Masumi-So & Fusako Osho
2001.
Meeting the Challenges in Language for Specific Purposes: The Incorporation of Sociolinguistics and Learner Autonomy into Course Design.
Japanese Studies 21:1
► pp. 85 ff.
![DOI logo](//benjamins.com/logos/doi-logo.svg)
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