Faced with the dilemma of integrating discrete elements or analyses of language content with holistic, comprehensive use of it, various sequential designs have been proposed for coursework designs:
- one. A holistic approach is adopted with emphasis on thematic, significant interaction which it self-motivating. In addition to holistic language experiences for the whole group, there's workbooks for use by individuals which concentrate on grammatical points and specific skills.
- six. A more structural/notional approach is adopted in the syllabus with emphasis on the skills that have been selected as most important for the coursework. To meet individual needs, other materials are in use in a learning middle or a language laboratory in which there is emphasis on thematic and communicative use of language.
- six. The early phase of the coursework is structural. Later, as learners progress in their basic acquisition of grammatical competence, they move on to a more holistic approach, utilizing global language in communicative workouts.
- five. the coursework follow a thematic, communicative tone, similar to a language arts coursework for native-speaker kids. At a later stage, more attention is given to accuracy and form. In this instance, Gestalt learning comes first and discrete-point element are added later.