[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-602968-105":59,"doc-detail-602968-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","syllabus-design-in-the-action-oriented-curriculum","Syllabus Design in the Action-oriented Curriculum","","The article examines how the CEFR reframes language teaching toward training social actors rather than training mere communicators. It argues that an action-oriented curriculum should use mini-projects as core units of social action. Syllabus design is presented as selecting and sequencing linguistic resources for students to complete these mini-projects, with later control and adjustment of content and progression. The study supports an iterative, task-driven syllabus development process.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/syllabus-design-in-the-action-oriented-curriculum/602968/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/syllabus-design-in-the-action-oriented-curriculum/602968.png","ImageObject",300,407,{"name":92,"@type":93},"MrHarris58","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-27","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What new goal does CEFR introduce for language teaching?","Question",{"text":112,"@type":113},"CEFR shifts the focus from training communicators to training social actors and enables learners to perform social tasks within real contexts.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why are mini-projects considered central in an action-oriented curriculum?",{"text":117,"@type":113},"Mini-projects are presented as the best models of social action compatible with school constraints, so syllabus content should be organized to support students in completing them.",{"name":119,"@type":110,"acceptedAnswer":120},"How does syllabus design work in this action-oriented framework?",{"text":121,"@type":113},"Syllabus designers select and grade language content based on the proposed mini-projects, then carry out posterior control of content and progression, potentially modifying mini-projects or their chronological order.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},602968,1793064923,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":41},687212988360,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Syllabus Design in the Action-oriented Curriculum1  \nAhmet ACAR2  \nDokuz Eylül University  \nAbstract  \nThe Common European Framework of Reference for Languages (CEFR) introduces a new goal for language teaching, that of training social actors rather than mere communicators. Thus, social action as a new reference action corresponding to this new reference goal in English language teaching necessitates a departure from taking interaction or communication as the ultimate goal in an ELT curriculum. This paper argues that mini-projects, which are the best models of social action compatible with the constraints of school education, should be the basic units in an action-oriented curriculum. Syllabus in such an action-oriented curriculum functions primarily as linguistic resources needed by the students to be able to carry out the proposed mini-projects. Thus, the task of the syllabus designer is to select and grade the language content according to the mini-projects proposed in an action-oriented curriculum, even in a second phase, a posteriori control of this content and its progression must be carried out, which may lead, in a third phase, to modify the mini-projects or even their chronological order.  \nKeywords: Action-oriented Approach, Syllabus Design, Curriculum Development, Social Actors  \nDOI: 10.29329/epasr.2022.248.2  \n1 This article was first presented at the conference: Crossing Borders of Scholarship for Teaching and Learning English: Remapping Routes and Building Bridges, which was held by English Scholars Beyond Borders and Dhofar University in Dhofar, Oman, on 4-5 december, 2021.  \n2 Assoc.Prof.Dr.,Buca Faculty of Education,Dokuz Eylül University, İzmir, Turkey, ORCID: 0000-0001-8940-4359  \nCorrespondence: [ahmet.acar@deu.edu.tr](ahmet.acar@deu.edu.tr)  \nIntroduction  \nIn one of the Council of Europe documents, which contributed significantly to the development of the communicative approach (CA), namely, ‘The Threshold Level in a EuropeanUnit/Credit System for Modern Language Learning by Adults’, Van Ek (1975) illustrates the characteristics of the learners for which this document was developed as follows:  \n1. they will be temporary visitors to the foreign country (especially tourists);  \n2. they will have temporary contacts with foreigners in their own country;  \n3. their contacts with foreign-language speakers will, on the whole, be of a superficial, nonprofessional type;  \n4. they will primarily need only a basic level of command of the foreign language. (p.9)  \nSuch a characterization indicates that the type of action for which the learners will be prepared is language interaction, the type of situation where the learners will use the target language is a short term contact situation and the reference objective is to enable the learners to communicate in the target language (Puren, 2014a, 2014b, 2014c, 2020a).Thus, the ultimate goal is to equip the learners with a basic level of proficiency in the target language so that they can communicate later on with the users of the target language in temporary contact situations. Foreign language curricula, syllabus design as well as textbooks in the early versions of the CA are also affected by such characterizations since the goals and objectives of the curricula are stated only in terms of communicative goals and objectives, syllabus content is largely specified in terms of functions, notions and/or situations, unit objectives of communicative textbooks are also stated in terms of communicative objectives.  \nDevelopments on the Threshold Level document came with the two further documents of the Council of Europe, namely, the Common European Framework of Reference for Languages (CoE, 2001) and CEFR companion volume (CEFRCV) (CoE, 2018), where a new reference action and anew reference goal are set for the language learners, social action and social actors, respectively, both of which indicate that there is a rupture between the CA and the action-oriented approach (AoA) .","cbCaitRGDVgdJwXz","https://ap.wps.com/l/cbCaitRGDVgdJwXz","pdf",190581,12,"English","# Abstract\n# Introduction\n## Threshold Level and the Communicative Approach\n## From CA to AoA: Social Action and Social Actors\n# Training Social Actors as a New Goal in ELT","[{\"question\":\"What new goal does CEFR introduce for language teaching?\",\"answer\":\"CEFR shifts the focus from training communicators to training social actors and enables learners to perform social tasks within real contexts.\"},{\"question\":\"Why are mini-projects considered central in an action-oriented curriculum?\",\"answer\":\"Mini-projects are presented as the best models of social action compatible with school constraints, so syllabus content should be organized to support students in completing them.\"},{\"question\":\"How does syllabus design work in this action-oriented framework?\",\"answer\":\"Syllabus designers select and grade language content based on the proposed mini-projects, then carry out posterior control of content and progression, potentially modifying mini-projects or their chronological order.\"}]","Syllabus Design in the Action-oriented Curriculum | PDF",1792095512]