@article{oai:icu.repo.nii.ac.jp:00004458,
 author = {Oke, Alex},
 journal = {語学研究},
 month = {Jan},
 note = {Language teaching has no shortage of literature on the design and development
of syllabi by and for teachers. This paper will report on the author’s
experience of introducing a negotiated syllabus into the ARW classroom. This
was the author’s attempt to give students greater involvement in the teaching
process, to better address their needs, and to try to engage and motivate the
students in what is often a semester beset with jaded attitudes. A literature
review is followed by the aims and rationale of the experiment. After
examining how the activity was implemented, the paper goes on to discuss the
successes and drawbacks of the activity and finishes by detailing some ideas
for a more successful implementation in the classroom. While far from an
empirical study, the overall student response seemed to indicate that there is
much to be gained from teachers adopting some form of negotiated syllabus, as
it allows students the opportunity to take a more learner-centred approach to
the syllabus and increases both student engagement and motivation. At the
very least the negotiated syllabus provides students with a more detailed
introduction to the materials and topics to be studied.},
 pages = {65--71},
 title = {Implementing a Negotiated Syllabus in the ELA Classroom},
 volume = {32},
 year = {2018}
}