Communicative Syllabus

Beginning with a thorough survey of approaches to communicative syllabus design Melrose deals with the early 197s functional approach and subsequent criticism of it as well as the contemporary search for a process approach to language learning. It proposes a meaning negation model which draws upon the seminal work of Halliday Martin Fawcett and Lemke and is illustrated through their analysis of a unit from a communicative course book. Its topical-interactional approach is placed within the context of the current debate on language teaching and learning.