related to process oriented syllabus

1. PROCESS-
ORIENTED
SYLLABUSES

2. PROCEDURAL SYLLABUSES

3. PROCEDURAL SYLLABUSES
The principles underlying
procedural and task-based
syllabuses are very similar
In fact, they are seen as
synonymous by Richards, Platt, and
Weber (1985), who describe them
both as follows:

4. a syllabus which is organized around tasks, rather
than in terms of grammar or vocabulary. For
example the syllabus may suggest a variety of
different kinds of tasks which the learners are
expected to carry out in the language, such as using
the telephone to obtain information; drawing maps
based on oral instructions; performing actions based
on commands given in the target language; giving
orders and instructions to others, etc. It has been
argued that this is a more effective way of learning a
language since it provides a purpose for the use and
learning of a language other than simply learning
language items for their own sake.
(Richards, Platt, and Weber 1985: 289)

5. Both task-based and procedural syllabuses share a
concern with the classroom processes which
stimulate learning .
They therefore differ from syllabuses in which the
focus is on the linguistic items that students will learn
or the communicative skills that they will be able to
display as a result of instruction.
In both approaches, the syllabus consists, not of a
list of items determined through some form of
linguistic analysis, nor of a description of what
learners will be able to do at the end of a course of
study, but of the specification of the tasks and
activities that learners will engage in class.

6. TASK-BASED SYLLABUSES

7. TASK-BASED SYLLABUSES
The selection of 'task' as a basic building block has
been justified on several grounds, but most particularly
for pedagogic and psycholinguistic reasons
Long and Crookes (1986) cite general educational
literature which suggests that tasks are a more salient
unit of planning for teachers than objectives
Despite its rather recent appearance on the syllabus
scene, 'task-based‘ covers several divergent
approaches. Two recent definitions of 'task' are
provided below

8. ... a piece of work undertaken for oneself or for others,
freely or for some reward. Thus, examples of tasks
include painting a fence , dressing a child, filling out a
form, buying a pair of shoes, making an airline
reservation . . . In other words, by "task" is meant the
hundred and one things people do in everyday life.
(Long 1985: 89)
. . . an activity or action which is carried out as the
result of processing or understanding language (i.e. as
a response). For example, drawing a map while
listening to an instruction and performing a command .
. . A task usually requires the teacher to specify what
will be regarded as successful completion of the task.
(Richards, Platt, and Weber 1985: 289)

9. The problem for the task-based syllabus
designer is that a variety of factors will interact
to determine task difficulty. In addition, as
some of these factors will be dependent on
characteristics of the learner, what is difficult
for Learner A may not necessarily be difficult
for Learner B.

10. CONTENT SYLLABUSES

11. CONTENT SYLLABUSES
content syllabus is yet another realization of the
analytic approach to syllabus design.
It differs from task-based syllabuses in that experiential
content, which provides the point of departure for the
syllabus, is usually derived from some fairly well-
defined subject area.
This might be other subjects in a school curriculum
such as science or social studies, or specialist subject
matter relating to an academic or technical field such
as mechanical engineering, medicine, or computing.

12. PREPARED BY:
PATRIXIAANN BALDONAZA
3E

13. REFERENCE:
SYLLABUS DESIGN
(PDF)
By: NUNAN

14. END

15. PEDAGOGIC
Pedagogical
Of, relating to, or
befitting a teacher or
education
back

16. PSYCHOLINGUISTIC
The study of the mental faculties
involved in the perception,
production, and acquisition of
language
back

17. SALIENT
Very important or noticeable
back