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Essay / Research Paper Abstract
This 15 page paper provides an overview of some of the central factors related in the Syllabus for English Language created by the Curriculum Development Council of Hong Kong. This paper integrates a view of task-based approaches to language teaching, and evaluates the changes that are being implemented in the Special Administrative Region of Hong Kong as well as in specific schools. Bibliography lists 10 sources.
Page Count:
15 pages (~225 words per page)
File: MH11_MHCurDev.rtf
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in the Special Administrative Region of Hong Kong as well as in specific schools. Bibliography lists 10 sources. MHCurDev.rtf Curriculum Development Council of Hong
Kongs Syllabus for English Language Research Compiled by 10/2001 Please Introduction In 1999,
the Curriculum Development Council of Hong Kong published its new Syllabus for English Language (Secondary 1-5). The central principles of this document include a curriculum design that is target-oriented,
that recognizes the five fundamental ways of learning, that is defined by a specific communicative purpose, and that is learner-centered. Further, this curriculum is based on the use
of an integrative language model that allows for the use and instruction of language in recognition of the necessity for language integration. In the creation of the Syllabus
for English Language, the Council set out to define specific targets and objectives that are clearly based on these principles, and so three specific dimension targets are outlined in this
Syllabus: interpersonal dimension (ID), knowledge dimension (KD) and experience dimension (ED) (See Appendix) (Curriculum Development Council, 1999). In the development of the syllabuses for instruction, the focus on
task-based instructional models, including task-based instruction for reading, listening and writing, are clearly elements integrated into this view of language learning. Task-Based Instruction Task-based instructional
models are generally defined by the development of specific target-oriented goals and objectives, and the Curriculum Development Council outlined a specific view of target-oriented activities and learning objectives. The
Council argued that in order to ensure that learners are spending their time in a manner that will promote the greatest learning, there is a need to plan each learning
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