In university language teaching, there has frequently been a comparative discrepancy between parts of foreign
language syllabuses. Despite new and new syllabuses being issued, there have been few attempts to apply, in a systematic
fashion, any new principles of integrative curriculum development to the planning of language programs.
Consequently, there has been considerable criticism leveled at present-day syllabuses. Hence the techniques of language
curriculum design need a new theoretical framework that is capable of functioning as the advanced basis of an
integrative course. The innovative idea of a new systematic approach to developing syllabuses is relied on subjective
invariant structures of language consciousness whose functions are confirmed both theoretically and practically.
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