Concepts of Negotiated Syllabus and Assessments in EFL Setting

Abstract

One of the basic processes in language teaching contexts is <br />the design of the curriculum and syllabus. Changing needs of language <br />teaching leads to new syllabus, which appeals to the learners better <br />than the others. One of these new models is the negotiated syllabus in <br />language classrooms. A negotiated syllabus or process syllabus is very <br />different from other syllabuses; this is to say this model gives students <br />an opportunity to participate in the design of the language program con- <br />tent as well as in assessment. This theory was originally born out of the <br />need for a communicative approach. Supporters of this theory contend <br />that a negotiated syllabus places students' needs in the forefront. Stu- <br />dents should be allowed to negotiate learning outcomes, to coordinate <br />with teachers and other learners in a process of discovery, to involve <br />in critical thinking and to relate everything they do in school of their <br />reality outside the classroom. This study aims to discuss the implemen- <br />tation of a particular kind of syllabus known as a negotiated syllabus <br />and negotiated assessment in EFL setting. It is an attempt to consider <br />how negotiated work can help learners learn and how they can manage <br />their own learning in creating learning opportunities for themselves and <br />each other, and to feel confident that the learning opportunities they <br />create fit their own individual needs