<&>Wellington Corpus of Spoken New Zealand English Version One <&>Copyright 1998 School of Linguistics & Applied Language Studies <&>Victoria University of Wellington <&>side one <&>0:04 what i'm ringing up <.>for for is really to get <.>so to <.>g to see if i'm still up to date with what um about syllabus design these days cos um we are well i'm working with the group that's going to be doing the achievement initiative for maori language mhm <.>de <.>e the <.>dividing the designing <.>the er <.>de designing the curriculum um <.>un under the government's new achievement initiative yeah and um we were going to use a functional notional approach and i'm just trying to go through a whole lot of um yeah well <.>i i mean I think you're out of date there yeah quite quite frankly yeah okay well that's <.>what that's what i'm just ringing for yeah yeah um because where <.>the basically the reason it's a bit out of date is that there's <.>a you know noone was ever really able to come up with <.>a with a sensible list of functions and notions <.>that that anybody at all agreed with <.>and and so on <&>1:00 right and the tendency now has really been to move to sort of tasks <{><[>and and that sort of you know <.>that that area but there's value in sort of having functions and having grammatical structures and vocabs <[>yeah yeah as sort of checklists yeah right to make sure that if you say do things through a series of tasks or topics that you are actually covering yeah right all the things that you should be covering yeah well er have you got any sort of like um <.>b because basically you <.>kno you know about the achievement initiative how it's designed <{><[>for the levels <[>yes yeah yeah yeah and um tut i'm really just sort of wanting any literature yeah <.>that that sort of talks about you know syllabus design or frameworks for syllabus or syllabi or <{><[>um curriculum design and so on and all the stuff that i've got from the searches i've done is <.>qu er is quite old <[>yeah oh yeah yeah sort of like back in the early eighties yeah okay um <,,> okay well i'll have a <.>look see <&>2:00 i've got <.>a i've got a little booklet <.>for i teach a course on curriculum design do you and there's <.>a there's a booklet on that i'm sort of working thing but <.>it the reason you don't know about it is that some of the chapters have only got two pages in them and consist of two tables or something cos i haven't had time to write those bits they're <{><[>just a few ideas <[>yeah right and um <.>unfort er let me think tut i could sort of print you off a copy of that but i'm not sure how helpful it'd be but um i could have a look though the list of references and then see if i can narrow <.>ou er sort of pull out about four or five things which could be good from that right to have a look at but i <.>could let me just have a look it's about a hundred pages i can just print you off a copy of it and send you a loose paged copy cos we only print enough each year for the course cos <{><[>i change it i change it each year <[>oh yeah oh that <.>would that would be really good if you could do that yeah okay well i can do that cos we've now got a laser printer in our department doesn't <&>3:00 take us long at <{><[>all to do that <[>okay oh that'd be great um craig okay and then i'll also go through the bibliography and say mark some of the things which i think might be useful yes yeah um <,,> i have a feeling that it might <.>f this is particularly for MAORI it might fit in tasks might be also more sort of acceptable in some ways than <.>a than a notional functional approach <{><[>too <[>yeah <.>the the reason why <.>i've <.>al <.>always i've favoured the <.>notional or the <.>functions <{><[>having functions anyway was that <,> basically that people aren't looking at the functional language they've just looked at it <.>p purely from a grammatical perspective <[>mm yeah that's right and learners don't know how to do a whole lot of things even if they might have the <{><[>grammar <[>yeah yeah and um and so what i was wanting to do was to identify a whole lot of functions get a group of kaumatua together <{><[>and see if we could actually identify what <.>the identify how they actually express themselves for those particular functions <[>oh i see yeah yeah i see what you mean so in fact <.>you <&>4:00 you're taking everybody a step forward basically aren't <{><[>you then yeah no that's not a bad argument actually um <[>yeah yeah but the tasks i mean <.>it once <.>we've we can still look we can still look from a task based <{><[>approach <[>yeah <.>i yeah i think it'd be wise to do both from what <{><[>you're saying in that you could just say well here are some tasks but now let's look at functions <[>yeah yeah yeah but the problem is that <.>you you know <.>do do <.>y oh no i'll print that off to you for you too let me just check if it IS at the back of that book cos there's a book called by valekin alexander oh is that that one ages ago is it yeah <{><[>yeah <[>about seventy four or something is it yeah but you see that's still about the best list of er functions and things that's around is it <{><[>well i've <.>got <.>i've i can get that myself from here <[>yeah yeah but i actually just printed out their list of functions in the back of this book oh no i photocopied it into it oh okay yeah right well no that's okay then <.>you voc voc then yeah <.>and and that'll be quite a good checklist to start from I think great yeah <{><[>okay <[>yeah and <.>then then once you've <&>5:00 got your tasks you could be ticking off the functions as you went through the tasks and <{><[>say well we've done something on this done something on this and you know <.>you you'd want to tick off each function at least three times i would think <[>yeah right right yeah yeah and then if you say well look we're not covering any of these are they important to cover and are there any other tasks we can bring in which would cover them <{><[>you know <[>yeah right and that would be quite a good way to do it <{><[>i think <[>yeah yeah right no that sounds excellent now what's your address chris forty eight mulgrave street i'm at te <.>puni i'm not in masterton now oh yeah no <{><[>no <.>i i knew you'd moved from there <[>i yeah i'm at te puni kokiri ministry of maori development okay forty eight mulgrave street okay is that your home address no no my home address is nineteen bevan street masterton but i'm <{><[>working <[>oh okay so er <.>so so say the name again you were the department of <.>m ministry of <.>maori ministry of maori development okay okay right okay okay and is <.>it does that have a box number or not just private bag oh private bag okay wellington mm okay thanks <&>6:00 okay chris well <.>i'll i'll send you off a copy of the book later today yeah okay and er i'll try and mark a couple of things in there yeah and er you'll also get <.>a a form asking you to fill in to okay the er tape recording and then you'll send <.>the send <.>that that part from the <.>van from van eckervets or <{><[>whatever? <[>okay yep thanks a lot okay then chris great bye bye <&>6:30