A Critical Review on a Non-government University ESL Syllabus

Main Article Content

Kazi Ehteshumes Mohammad Chishti


In many fields of education, there are always some improvements made to keep pace with time and place. The preparation and review of syllabuses in second language education is no exception. This paper aims to analyze a specific basic syllabus of English language courses taught at a non-government /private university in Dhaka City's Green road-Panthapath region in Bangladesh. The aim of this paper is to see if the syllabus of the course meets the learners' needs by providing revised, suitably crafted materials. A variety of solutions to the syllabus were explored as cornerstones for reaching a conclusion. The reader of this paper may be encouraged by finding out why, where and how not only teachers but also learners often find it difficult to get the best possible result from a particular course.

Approaches, design, ESL, evaluation, syllabus.

Article Details

How to Cite
Chishti, K. E. M. (2020). A Critical Review on a Non-government University ESL Syllabus. Asian Journal of Language, Literature and Culture Studies, 3(1), 19-31. Retrieved from https://www.journalajl2c.com/index.php/AJL2C/article/view/30114
Review Article


Brown HD. Teaching by principles: An interactive approach to language pedagogy (3rd. Ed.). White Plains, New York: Pearson Education; 2007.

White R. The ELT curriculum design, innovation and implementation. Oxford, U.K: Blackwell Publishing; 1988.

Nunan D. Syllabus design. Oxford: Oxford University Press; 1993.

Nunan D. Syllabus design. Oxford: Oxford University Press; 1988.

Brumfit CJ, (Ed.). General English syllabus design. Oxford: Pergamon; 1984.

Richards JCP, Tung PN. The culture of the English language teacher: A Hong Kong example. RELC Journal. 1992;23.

Thornbury S. How to teach grammar. Harlow: Pearson Education; 1999.

Stern HH. Issues and options in language teaching. Oxford: Oxford University Press; 1992.

Brown HD. Teaching by principles: An interactive approach to language pedagogy. Englewood Cliffs, New Jersey: Prentice Hall Regents. 1994;416.

Long MH, Crookes G. Three approaches to task-based syllabus design. TESOL Quarterly, 26/1, 27-56; 1992.

Krahnke K. Approaches to syllabus design for foreign language teaching. Englewood Cliffs, NJ: Prentice Hall Regents; 1987.

Brown JD. The elements of language curriculum: A systematic approach to program development. Boston, MA: Heinle & Heinle; 1995.

Richards J. Curriculum development in language teaching. Cambridge, U.K: Cambridge University Press; 2001.

West M. A general service list of English words. London: Longman, Green and Co.; 1953.

Rahimpour M. Current trends in syllabus design in foreign language instruction. Procedia, Social and Behavioural Sciences. 2010;2:1600-1664.

Graves K. Designing language courses: A guide for teachers. Boston, Massachusetts, USA: Heinle; 2000.

Merriam SB. Case study research in education: A qualitative approach. Jossey-Bass, San Francis-Co. 1988;3.

Likert R. A technique for the measurement of attitudes. Archives of Psychology. 1932;140:1–55.