What is a Syllabus in Language Teaching?

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A presentation by professor Álvaro Muñoz. Manizales, Colombia

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What is a Syllabus in Language Teaching?

  1. 1. SYLLABUS - CHARACTERISTICS - <ul><li>Comprehensive: List what is to be taught </li></ul><ul><li>Content items or processes </li></ul><ul><li>Ordered / Sequenced </li></ul><ul><li>Explicit objectives </li></ul><ul><li>Time schedule </li></ul><ul><li>Approach or methodology </li></ul><ul><li>Recommended materials </li></ul><ul><li>Public document </li></ul>
  2. 2. Product-oriented syllabuses Synthetic syllabus planning (Wilkins, 1976) <ul><li>Parts of language are taught separately, step by step. </li></ul><ul><li>Acquisition is a gradual accumulation of parts. </li></ul><ul><li>Generally applied to product-oriented syllabi. </li></ul>
  3. 3. Product-oriented syllabuses Analytic syllabus planning (Wilkins, 1975) <ul><li>Organized in terms of purposes </li></ul><ul><li>Language performance necessary </li></ul><ul><li>Not grammatical but coomunicative purposes </li></ul><ul><li>Experiential rather than linguistic content </li></ul><ul><li>Language is not seen as a subject </li></ul><ul><li>Grammar is not excluded </li></ul>
  4. 4. Product-oriented syllabuses Grammatical Syllabuses <ul><li>Graded according to grammar notions </li></ul><ul><li>Simplicity and complexity </li></ul><ul><li>Sequence based on pre-requisite learning </li></ul><ul><li>Language consists of rules </li></ul><ul><li>Transfer of internalized formal aspects to communicative situations </li></ul><ul><li>Criticism: Form vs. function </li></ul>
  5. 5. Product-oriented syllabuses Functional-notional syllabuses <ul><li>Students and their purposes as the center of the curriculum </li></ul><ul><li>Realistic tasks </li></ul><ul><li>Real-world language </li></ul><ul><li>Intrinsic motivation </li></ul><ul><li>Grammar, topics, and culture together </li></ul>
  6. 6. Process-oriented syllabuses Procedural and task-based syllabuses <ul><li>Organized around tasks, rather than grammar </li></ul><ul><li>Specification of tasks and activities </li></ul><ul><li>Consider product, operations and resources </li></ul>
  7. 7. Process-oriented syllabuses Content syllabuses <ul><li>Experiential context derived from a subject area </li></ul><ul><li>Facilitate learning nor merely through language but with language </li></ul><ul><li>No balance Accuracy-Fluency </li></ul>
  8. 8. Process-oriented syllabuses The Natural Approach <ul><li>Comprehension precedes production </li></ul><ul><li>Production emerges </li></ul><ul><li>Acquisition vs. Learning activities </li></ul><ul><li>The affective filter is lowered </li></ul><ul><li>Learning goals: personal communication and academic learning skills </li></ul>
  9. 9. TEACHING CURRICULUM MODEL Evaluation Feedback Needs analysis Goal identification Objetive setting Content selection Learning activities- tasks selection Materials resourcers selection Implementation of curriculum

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