1887
Volume 12, Issue 1
  • ISSN 0817-9514
  • E-ISSN: 2542-5102
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Abstract

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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/content/journals/10.1075/aralss.12.08tho
1995-01-01
2019-12-07
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References

http://instance.metastore.ingenta.com/content/journals/10.1075/aralss.12.08tho
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  • Article Type: Research Article
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