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The advantages come largely from its responsiveness to the “wants” of the learners and the involvement of the learners. Involving the learners in shaping the syllabus has a strong effect on motivation, satisfaction and commitment to the course. The actual negotiation process has its benefits. If the negotiation is carried out in English, then this may be some of the most involving meaning-focused activity in the programme.

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Breen (1987) describes the decisions to be negotiated in a negotiated (process) syllabus and the materials needed to make it work. The decisions include the following, and are made through discussion by the teacher and the learners.
1 Negotiation procedure.
2 Course planning: participation.
3 Course planning: procedure.
4 Course planning: learning goals.
5 Course evaluation.
6 Resources and materials.

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Syllabuses with Some Elements Negotiated

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Syllabuses with Some Elements Negotiated

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Breen’s description of a negotiated syllabus is at one end of the scale. It is possible to have a syllabus within which some parts or some aspects are negotiated while others are left under the control of the teacher or curriculum designer (Clarke, 1989). There are several ways of dividing up the syllabus. Here are some of the possibilities.
1 A fixed lesson or time of the day is set aside for negotiated activities.
2 One or more of the four types of decisions described above is open for negotiation.
3 The classes for one or more language skills, such as free-speaking activities, are planned through negotiation.
4 One or more parts of the inner circle of the curriculum design diagram
is open to negotiation.

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Negotiating Assessment Several of the reports focus on negotiation of assessment and evaluation, largely because this has direct effects on goals and ways of achieving these goals. Breen and Littlejohn (2000a: 40) point out that there are four major factors affecting feedback through assessment:
1 The extent to which students are aware of the criteria being used.
2 The relative emphasis given to what they have achieved as compared with what they have failed to achieve.
3 The coincidence between what the feedback focuses upon and what the students themselves have recognised as particularly diffi cult for them.
4 Whether or not they believe they can act on the basis of the feedback in a way that solves a recognised problem.

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The idea of a negotiated syllabus raises questions about the role of the teacher and the role of the commercially produced text book (Richards, 1993).

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The assessment is seen as including not only the results of tests and assigned tasks, but also participation in class, homework, and class projects.
That was negotiated in two ways:
1 The components and percentage weightings of the components of assessment were negotiated with the class.
2 Each individual negotiated their particular marks with the teacher.

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The disadvantages of a negotiated syllabus are of two major types. The first is the result of a lack of knowledge or experience with such a syllabus. Learners may be reluctant to negotiate or to let their classmates negotiate because they feel it should be the teacher’s expertise guiding the course.  The second major disadvantage is that a fully negotiated syllabus requires considerable teacher skill and time in accessing and producing resources. Where there are several teachers with similar classes, this load can be partly shared.
Some of the learner factors come from lack of knowledge.