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Different approaches to the planning of pro gram objectives in language teaching are illustrated and a distinction between behavioural, process, content and proficiency-based objec tives is made. Needs analysis is discussed in relation to language pro gram planning and evaluation and different needs analysis pro cedures are examined. Each of these curriculum processes is surveyed and issues and practices in each area are discussed.
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In this survey paper the field of language curriculum develop ment is defined as encompassing the processes of needs analysis, goal setting, syllabus design, methodology and evaluation. This paper tried to show the problems, and gave suggesstion to overcome.
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In order to anticipate this situation, many schoolmasters without having understanding about our National Language Political Policy thought that Mandarin should be taught. Having skill in Mandarin has become one prerequisite for new employees recruitment. Many schools-from primary until senior high school, even kindergarten-teach Mandarin. P>Since Political Reformed in 1998, teaching of Mandarin language burst out everywhere.