Loading menu…

The Notional Syllabus used in an Intercultural Communication Course in Sweden: A Needs Analysis

§ Northwestern Polytechnical University

Send Message

To: Author

The Notional Syllabus used in an Intercultural Communication Course in Sweden: A Needs Analysis

Article Fingerprint

ReserarchID

X59KH

The Notional Syllabus used in an Intercultural Communication Course in Sweden: A Needs Analysis Banner

Key Research Insights

Synthesized scholarly intelligence & interactive research assistant
  • English
  • Afrikaans
  • Albanian
  • Amharic
  • Arabic
  • Armenian
  • Azerbaijani
  • Basque
  • Belarusian
  • Bengali
  • Bosnian
  • Bulgarian
  • Catalan
  • Cebuano
  • Chichewa
  • Chinese (Simplified)
  • Chinese (Traditional)
  • Corsican
  • Croatian
  • Czech
  • Danish
  • Dutch
  • Esperanto
  • Estonian
  • Filipino
  • Finnish
  • French
  • Frisian
  • Galician
  • Georgian
  • German
  • Greek
  • Gujarati
  • Haitian Creole
  • Hausa
  • Hawaiian
  • Hebrew
  • Hindi
  • Hmong
  • Hungarian
  • Icelandic
  • Igbo
  • Indonesian
  • Irish
  • Italian
  • Japanese
  • Javanese
  • Kannada
  • Kazakh
  • Khmer
  • Korean
  • Kurdish (Kurmanji)
  • Kyrgyz
  • Lao
  • Latin
  • Latvian
  • Lithuanian
  • Luxembourgish
  • Macedonian
  • Malagasy
  • Malay
  • Malayalam
  • Maltese
  • Maori
  • Marathi
  • Mongolian
  • Myanmar (Burmese)
  • Nepali
  • Norwegian
  • Pashto
  • Persian
  • Polish
  • Portuguese
  • Punjabi
  • Romanian
  • Russian
  • Samoan
  • Scots Gaelic
  • Serbian
  • Sesotho
  • Shona
  • Sindhi
  • Sinhala
  • Slovak
  • Slovenian
  • Somali
  • Spanish
  • Sundanese
  • Swahili
  • Swedish
  • Tajik
  • Tamil
  • Telugu
  • Thai
  • Turkish
  • Ukrainian
  • Urdu
  • Uzbek
  • Vietnamese
  • Welsh
  • Xhosa
  • Yiddish
  • Yoruba
  • Zulu
Reading Preferences
Font Size
Line Spacing
Background
This converted HTML version may contain rendering inconsistencies. Please refer to the PDF for the authoritative version, or click here to provide feedback.

Abstract

This qualitative study aims to investigate whether the use of the notional syllabus in an Intercultural Communication (IC) Course in Sweden satisfies Chinese exchange students’ needs, and to evaluate to what extent their needs are met. The research approach adopted in this article includes a structured interview and introspection. The findings indicate that with the aid of the notional syllabus, the course meets Chinese learners’ demands on the aspects of situation, stakeholder and theory. It should also be highlighted that lacking systemic language instructions is an inherent weakness of the notional syllabus. How to balance the requirements of both the IC and English for Specific Purpose (ESP) course to fulfill learners’ needs is mainly determined by the teacher.

References

26 Cites in Article
  1. 1. Asuncion-Lande,N (1977). Intercultural communication: teaching strategies, resources, and materials. Course Content, 2-17.
  2. 2. James Brown (2015). Introducing Needs Analysis and English for Specific Purposes. Introducing Needs Analysis and English for Specific Purposes
  3. 3. Richard Cameron (2010). A Language‐Focused Needs Analysis for ESL‐Speaking Nursing Students in Class and Clinic. Foreign Language Annals, 31(2), 203-218.
  4. 4. X Chen (2012). Discussion on the Teaching of College Japanese and the Cultivation of Cross-cultural Communicative Competence. Foreign Language Science and Technology Journal Database Educational Science, 73-78.
  5. 5. Susana Eisenchlas,Sue Trevaskes (2003). Teaching intercultural communication in the university setting: an Australian perspective. Intercultural Education, 14(4), 397-408.
  6. 6. W B Gudykunst (2007). Cross-cultural and intercultural communication. Cross-cultural and intercultural communication
  7. 7. Keith Johnson (2006). Revisiting Wilkins' Notional Syllabuses. International Journal of Applied Linguistics, 16(3), 414-418.
  8. 8. Aleksandra Malicka,Roger Gilabert Guerrero,John Norris (2017). From needs analysis to task design: Insights from an English for specific purposes context. Language Teaching Research, 23(1), 78-106.
  9. 9. Numa Markee (1997). CLASSROOM OBSERVATION TASKS. Ruth Wajnryb. Cambridge: Cambridge University Press, 1992. Pp. viii + 145. $16.95 paper. Studies in Second Language Acquisition, 17(1), 109-109.
  10. 10. Naoko Mochizuki (2017). Contingent Needs Analysis for Task Implementation: An Activity Systems Analysis of Group Writing Conferences. TESOL Quarterly, 51(3), 607-631.
  11. 11. D Nunan (1988). Syllabus design. Syllabus design
  12. 12. L Harlow (2010). An alternative to structurally oriented textbooks. Foreign Language Annals, 11(5), 559-563.
  13. 13. T Hutchinson,A Waters (2002). English for specific purposes. English for specific purposes
  14. 14. K Hyland (2006). English for academic purposes: an advanced resource book. English for academic purposes: an advanced resource book
  15. 15. Ken Hyland,Liz Hamp-Lyons (2002). EAP: issues and directions. Journal of English for Academic Purposes, 1(1), 1-12.
  16. 16. John Lett (2005). Foreign language needs assessment in the US military. Second Language Needs Analysis, 105-124.
  17. 17. M Long (2005). Second language needs analysis. Second language needs analysis
  18. 18. P Robinson (2013). Syllabus design.
  19. 19. R Scollon,S Scollon (2001). Intercultural communication: A discourse approach. Intercultural communication: A discourse approach
  20. 20. Y Sheng (2006). Principles of language teaching. Principles of language teaching, 175-176.
  21. 21. A Waters (2010). Planning Change, Changing Plans: Innovations in Second Language Teaching * Planning for Educational Change: Putting People and Their Contexts First. ELT Journal, 64(4), 478-480.
  22. 22. E Wenger (1998). Communities of practice: learning, meaning and identity. Communities of practice: learning, meaning and identity, 21
  23. 23. H Widdowson (1972). The Teaching of English as Communication. ELT Journal, XXVII(1), 15-19.
  24. 24. D Wilkins (1976). the notional syllabuses. the notional syllabuses
  25. 25. D Wilkins (1981). I Notional Syllabuses Revisited. Applied Linguistics, 2(1), 83-89.
  26. 26. J Zhang,P Zhou (2002). The functional-notional syllabus: how communicative is it?. The Communicative Syllabus : A Systemic-Functional Approach to Language Teaching, 34, 45-50.

Funding

No external funding was declared for this work.

Conflict of Interest

The authors declare no conflict of interest.

Ethical Approval

No ethics committee approval was required for this article type.

Data Availability

Not applicable for this article.

How to Cite This Article

Jiayu Wang, Yi Zhang. 2018. "The Notional Syllabus used in an Intercultural Communication Course in Sweden: A Needs Analysis". Global Journal of Human-Social Science - G: Linguistics & Education GJHSS-G Volume 18 (GJHSS Volume 18 Issue G11).

More Citation Formats

Download Citation

Journal Specifications

Crossref Journal DOI 10.17406/GJHSS

Print ISSN 0975-587X

e-ISSN 2249-460X

Keywords
Classification
GJHSS-G Classification FOR Code: 130399
Version of record
v1.2

Issue date
November 24, 2018

Language
English
Order Article Reprint
Experience in AR

Explore published articles in an immersive Augmented Reality environment. Our platform converts research papers into interactive 3D books, allowing readers to view and interact with content using AR and VR compatible devices.

Read in 3D

Your published article is automatically converted into a realistic 3D book. Flip through pages and read research papers in a more engaging and interactive format.

Article Matrices
Total Views: 798
Total Downloads: 46
All Trends

Request Access

Please fill out the form below to request access to this research paper. Your request will be reviewed by the editorial or author team.
X

This is the heading

Lorem ipsum dolor sit amet, consectetur adipiscing elit. Ut elit tellus, luctus nec ullamcorper mattis, pulvinar dapibus leo.

High-quality academic research articles on global topics and journals.

The Notional Syllabus used in an Intercultural Communication Course in Sweden: A Needs Analysis

Jiayu Wang
Jiayu Wang Northwestern Polytechnical University
Yi Zhang
Yi Zhang <p>Northwestern Polytechnical University</p>