SYLLABUS curiculum.docx (original) (raw)
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English Education Journal, 2019
This research is aimed at investigating word expressions of agreement and disagreement during group discussion activities in speaking class at English Education Department of STKIP PGRI Sumatera Barat. The word expressions were classified based on classification proposed by Rizvi (2005, p. 185). The classifications were strong and neutral (agreements and disagreements). The researcher used purposive sampling to answer the research questions. The researcher chose the students who expressed word expressions of agreement and disagreement in stating the opinion. In collecting the data the researcher did observation for each class by using observation checklist, field note and video recorder as instruments. The data were collected by the researcher and classified into the classifications. There were thirty five (35) students of English Education Department of STKIP PGRI Sumatera Barat who used word expressions of agreements and disagreements in stating their opinion in group discussion a...
From Content Disagreement to Normative Disagreement
Proceedings of the VIII Conference of the Spanish Society of Logic, Methodology and Philosophy of Science, 2015
The aim of this work will be twofold. On the one hand, I will show that the different positions taking part in the debate originated from 2005 Lassersohn’s work is adequate neither to entertain certain features of the speech acts involving predicates of personal taste nor to explain certain pragmatic phenomena associated with cases of disagreement. On the other hand, we will defend an alternative vision of disagreement, one focused not only on what speakers do when they disagree, but also in how speakers go in and out of this situation. Disagreement explanations require a consideration of certain pragmatic features in order to give a complete account of it. For example, the necessity of speakers to accommodate (Lewis 1979) certain information that can play a relevant role setting off a situation of disagreement.
The TESOL Encyclopedia of English Language Teaching , 2022
The negotiated syllabus is an example of a process-approach to syllabus design. In order to frame this issue, there will be an overview of some of the most relevant developments in syllabus design in English-language teaching (ELT) in recent decades and how the negotiated syllabus has emerged from these developments. A syllabus has been defined as "a plan of what is to be achieved through teaching and learning" (Breen, 1987a). This differs from a curriculum, which is broader in scope and thus more general, and can be understood as "the totality of content [which] is to be taught and aims to be realized within one school or educational system" (White, 1988, p. 4). Until the mid-1980s, when communicative language teaching (CLT) had started gaining acceptance, a syllabus had traditionally focused on the linguistic elements that were deemed necessary to be taught and learned, which were the grammar of the language and the skills of listening, reading, writing, and speaking. This type of syllabus was known as the formal syllabus, but it is also commonly referred to as the grammatical or structural syllabus, which is a syllabus based on the assumption that language learning should be strictly sequenced, based on moving from grammatical or linguistic simplicity to greater complexity. Criticism directed at the grammatical syllabus concerned the fact that language and skills learning does not naturally occur in such a structured, sequenced way, and basing a syllabus purely on grammar and/or skills entirely misses all the other aspects that make language as complex as it is. Perhaps the greatest criticism of the grammatical syllabus, however, was that it did not take into consideration the communicative purposes of language. Therefore, the notional-functional syllabus, which is designed around communicative functions required for language use (e.g., agreeing or apologizing) and notions (e.g., direction, frequency), became popular as a contrast to the grammatical syllabus. However, both types of syllabuses were still similar in that they assumed "learning is supposed to result in a product-a set of knowledge and skills" (Graves, 2008, p. 160). Nunan (1988) termed these syllabuses product-oriented syllabuses.
Attempting to Disagree: Conventional Debate
Classroom Resources+ Practical Ideas for Teachers, 2022
This paper outlines a debate activity. In a conventional debate, two speakers speak on a topic. One speaker agrees with the topic, which is referred to as speaking for the motion. The other speaker disagrees with the topic, which is referred to as speaking against the motion. This activity builds upon the previous activity (Agreeing to Disagree: Scaffolded Group Discussion, henceforth referred to as Activity 1.) by having the students use the same language which was used in the group discussion. However, in comparison to the group discussion, the degree of confrontation, which is viewed as face-threatening, is increased. This is due to the competitive nature of a debate.
Disagreement, Credences, and Outright Belief [Forthcoming in Ratio].docx
This paper addresses a largely neglected question in ongoing debates over disagreement: what is the relation, if any, between disagreements involving credences (call them credal disagreements) and disagreements involving outright beliefs (call them full disagreements)? The first part of the paper offers some desiderata for an adequate account of credal and full disagreement. The second part of the paper argues that both phenomena can be subsumed under a schematic definition which goes as follows: A and B disagree if and only if the accuracy conditions of A’s doxastic attitude are such that, if they were fulfilled, this would ipso facto make B’s doxastic attitude inaccurate, or vice-versa.