Needs analysis is regarded as an essential step for developing a curriculum for English for specific purpose courses. Assessing learners' present and real-life language needs can contribute to learners' active participation in learning processes. This study aimed to assess English geared law learners' needs and to analyze the pedagogical tasks in…

English as a second language teachers often find themselves teaching classes of heterogeneous students who have very divergent English language skills, abilities, and learning needs. One effective approach to address some of the challenges teachers face when teaching heterogeneous, mixed-level classes is task-based language teaching (TBLT). TBLT…

The underlying methodological approach of the CEFR is defined as being "action-oriented" and task-based (Council of Europe. 2001. "Common European Framework of Reference for Languages: Learning, teaching, assessment." Cambridge University Press: 9), although it explicitly leaves room for a variety of approaches, since the CEFR…

Examines the need for integrating assumptions about learning processes with the decisions typically made when designing instructional systems. The relationships between learning theory and instructional design are discussed, and suggestions offered for improving the design process. Extensive references are included. (Author/BK)

Intended for teachers of severely handicapped students, the volume provides suggestions on systematic instruction based on individual assessment and curriculum development with sample detailed instructional sequences included. Explained in introductory chapters are the need for systematic instruction of the severely handicapped, major components…