Abstract:
Abstract—Having synthesized many findings of studies that have recently been conducted on Sudan Practical Integrated National English (SPINE); having tried to move linguistic pragmatics to the area of applied linguis-tics, the researcher found that these studies' findings have unanimously attributed SPINE problems only to typing errors and the use of Sudanese culture to teach English language. By comparing random selected mate-rials from both SPINE the current syllabus and the READERS an earlier English syllabus, the researcher at-tempts in this paper to provide general framework of using deixis as a pragmatic inference as a helpful item in deciding and revitalizing the syllabus materials writing process which is considered as the most important stage of curriculum development. Considerable number of studies in syllabus design have viewed language learning through the 'subject' or knowledge offered by the given materials, how these materials account for ways in which teachers and learners interact with each other, how materials develop problem-solving abilities, and to what extent materials can transmit to the learners attitudes and values presented in the syllabus texts . The present study, however, investigated four aspects in both the aforementioned syllabi. Those are the num-ber of paragraphs in each syllabus, the mechanism of sentence functional perspective, error and mistakes, and the structuring of deixis category in the two mentioned syllabi. The study has arrived at that it would be possi-ble for English language syllabus designers in general to predict, and for SPINE designer in particular to have predicted proximate guides of what the EFL students will learn if the mentioned areas are seriously considered.
Description:
Theory and Practice in Language Studies, Vol. 1, No. 7, pp. 811-820, July 2011
