| Title: | The implementation of syllabi for the study of English in conformity with the Common European Framework of Reference |
| Author: | Edlira Xega |
| Publication: | Diversité et identité culturelle en Europe, XI (1), p. 73 |
| p-ISSN: | 2067-0931 |
| Publisher: | Editura Muzeul Literaturii Române |
| Place: | București |
| Year: | 2014 |
| Abstract: | This article highlights the need for teacher development syllabi to strike a balance between theory and practice, suggesting, in fact, that this is the primary goal of all teacher development programs. There is an investigation of the teachers’ role in the syllabus, of the ways in which it is put into practice and of the extent to which syllabi constitute a point of reference for both teachers and learners as regards English language acquisition. The questionnaires used in this study were meant to explore how teachers implement the syllabi in their teaching, to find out how different teachers in the high schools of the Korca region refer to the syllabus in their actual classroom practice and to determine the role of the syllabi and the methodology in language teaching and their effect on learning outcomes. |
| Key words: | Syllabus, language acquisition, Secondary education, English teachers, questionnaire |
| Language: | English |
| Links: |  pdf  html |
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