This document provides an overview of different types of syllabuses used in English language teaching. It describes 13 different syllabus types: procedural, cultural, situational, skill-based, structured/formal, multi-dimensional, task-based, process, learner-led, proportional, content-based, notional/functional, and lexical. Each type has a different focus, such as tasks, culture, situations, skills, or lexical items. The document notes that no single syllabus is appropriate for every learner and that syllabuses are often combined to meet different needs. It poses questions about which types may be most beneficial for language learners and whether a more flexible or pre-outlined approach is preferable.
This presentation provides a general overview about syllabus design. The presenation highlights the definiton of syllabus, types of syllabi, components of syllabus and the scope of syllabus design. It also sheds the light on the relationship between syllabus design and curriculum development. By the end of this presentation, students will gain general understanding or syllabus design.
Communicative Language Teaching is a set of principles about teaching including recommendations about method and syllabus where the focus is on meaningful communication not structure, use not usage.
Communicative Language Teaching is the cornerstone for approaches that have shifted from a grammar-based language view to a functional view of language where communication is the main objective. Such approaches are CBI (Content-based instruction) and TBI (Task-based instruction). Today, both CBI and TBI are the leading approaches most teachers are currently using to teach a second/foreign language around the world. Both approaches have been proven to be effective, and the most important thing is that students are truly learning to use language to communicate their ideas to different audiences.
This article aims at probing the different types of syllabi used to teach English to English native
and non-native speakers. The researcher used a chronological approach in describing each syllabus
type in accordance to its emergence in epistemology of the syllabus design and pedagogical trends
in teaching English in the world. Theories of language and learning, characteristics of each
syllabus, and pros and cons of the discussed syllabi were highlighted throughout the article.
This presentation provides a general overview about syllabus design. The presenation highlights the definiton of syllabus, types of syllabi, components of syllabus and the scope of syllabus design. It also sheds the light on the relationship between syllabus design and curriculum development. By the end of this presentation, students will gain general understanding or syllabus design.
Communicative Language Teaching is a set of principles about teaching including recommendations about method and syllabus where the focus is on meaningful communication not structure, use not usage.
Communicative Language Teaching is the cornerstone for approaches that have shifted from a grammar-based language view to a functional view of language where communication is the main objective. Such approaches are CBI (Content-based instruction) and TBI (Task-based instruction). Today, both CBI and TBI are the leading approaches most teachers are currently using to teach a second/foreign language around the world. Both approaches have been proven to be effective, and the most important thing is that students are truly learning to use language to communicate their ideas to different audiences.
This article aims at probing the different types of syllabi used to teach English to English native
and non-native speakers. The researcher used a chronological approach in describing each syllabus
type in accordance to its emergence in epistemology of the syllabus design and pedagogical trends
in teaching English in the world. Theories of language and learning, characteristics of each
syllabus, and pros and cons of the discussed syllabi were highlighted throughout the article.
Product Syllabus : product syllabuses are those in which the focus is on the knowledge and skills which learners should gain as a result of instruction.
4.2. process syllabuses are those which focus on the learning experiences themselves.
. Synthetic syllabus: segment the target language into discrete linguistic items.
Different parts of language are taught separately.
4.4 . Analytic Syllabi: focus on the learner and his needs and on the kinds of linguistic
performance necessary to achieve those goals .
4.5. Type A: This type deals with what should be learned in a second language classroom.
4.6. Type B : Consider the question of how a second language should be learned.
Product Syllabus : product syllabuses are those in which the focus is on the knowledge and skills which learners should gain as a result of instruction.
4.2. process syllabuses are those which focus on the learning experiences themselves.
. Synthetic syllabus: segment the target language into discrete linguistic items.
Different parts of language are taught separately.
4.4 . Analytic Syllabi: focus on the learner and his needs and on the kinds of linguistic
performance necessary to achieve those goals .
4.5. Type A: This type deals with what should be learned in a second language classroom.
4.6. Type B : Consider the question of how a second language should be learned.
"Processing": an ESP task/syllabus design heuristicLawrie Hunter
"Processing," a simply-defined heuristic,
can give the ESP materials designer
a perspective on task variation
in the interest of reducing learner cognitive load
and maintaining learner freshness.
Learning language is mysterious:
it begins with interest;
it results from processing,
which is best if varied in nature.
Discourse and Genre (the relationship between discourse and genre) Aticka Dewi
We provide some questions to make the discussion clearer
1. What is discourse?
Discourse is the use of language in text and context
2. What is genre?
Genre in linguistics refers to the type and structure of language typically used for a particular purpose in a particular context.
3. What is relationship between discourse and genre?
Discourse analysis is genre analysis. When we analyze discourses, of course we will specify them into more specific types from the characteristics of each discourse. For exampleThe specific type of discourses is called as genre.
4. Why should we use genre to analyze discourse?
Discourse is language in use. It is huge and almost unlimited. So, when we want to analyze discourses, we need a limitation to limit the unlimited things. Here, we use an analogy for this statement. (slide 11,12)
Genre provides limit in discourse.
That is why genre is used to help us divining and analyzing the discourses.
5. How do we analyze discourse through genre?
Example: text “Forklift fatty Improving”.
----------
The text is taken from the newspaper report. As we see in the language features and structures, we can divine it into recount text. It is non fiction, because it is based on real event. And it is written. So, we can say that this discourse has written non-fiction recount genre.
But, we cannot make sure that a type of discourse always has the same characteristics, because discourse is neither absolutely homogenous nor absolutely heterogeneous. Discourse is sometimes heterogeneous. Here, we provide two videos which have the same genre, but quite different in terms of language features and structures.
---------VIDEO
From the videos, we can feel that the first and the second videos are quite different. The structure in the first video is introduction (addressing, personal value), content (some important issues, e.g: financial issues, goals of America, ), closing (hope for American future, blessing). The language features used in the first video is more formal, present tense. The atmosphere created is formal.
From the second video, the structure is introduction (personal value without addressing), content (some goals), closing (. The language features used in the video is mixing, unclear and needs more understanding. The atmosphere created is a bit humorous.
Although they have different characteristics, they have the same genre in term of purpose, that is political genre.
From those videos, we can conclude that we cannot stick to an idea that a genre of discourse always has the same characteristics. AGAIN, discourse is neither absolutely homogenous nor absolutely heterogeneous.
Part of a full series of ppts on curriculum development available on EFL Classroom - https://community.eflclassroom.com/forum2/topics/elt-curriculum-development
The basis of curriculum and syllabus designingAtatin Atiqotul
Curriculum basic and design the syllabus, don't forget to check my blog also pendakiilmu.wordpress.com and my google account Atatin Atiqotul M.F
thank you
Similar to An Overview of Syllabuses in English Language Teaching (20)
An Overview of Syllabuses in English Language Teaching
1. An Overview of
Syllabuses in English
Language Teaching
By: Mohammad Mohseni Far, M.A., Shahid
Chamran
University, Iran
Presented by Angela Britton
2. What is a syllabus?
According to Wilkins’ (1981) it is defined as
“specifications of the content of language
teaching which have been submitted to some
degree of structuring or ordering with the aim of
making teaching and learning a more effective
process”
In the simplest terms…. “a statement of what is
to be learnt” (Hutchinson and Waters, 1987,80)
3. Syllabuses in ELT
A Procedural Syllabus
Proposed by Prabhu 1980
Focuses on learning or the learner
Tasks/activities designed ahead of time, but not the
linguistic subject matter
Learner perceives the language content
subconsciously while focusing on the meaning
behind the task.
4. A Cultural Syllabus
Introduced by Stern 1992
Many different viewpoints on culture and how to
study culture
Stern (1992) believes the aims for teaching culture
should be:
• research based
• Native to the learner
• background knowledge of the culture
studying
• Affective goals; interest, intellectual
curiosity, empathy
• Similarities and differences between the
studied culture
• Emphasis on understanding the
implications on society and language
use.
5. A Situational Syllabus
Language is in relational to the situational context
Designer predicts the situations that learners will
encounter
Collection of real or imaginary scenarios
Situational needs are prioritized over grammatical
units
Liar of situations reflective of how language and
behavior are used in everyday situations
Learner centered verses subject centered, which
heightens motivation
6. A Skill Based Syllabus
Skills that people must be able to do competently in
a language
Consists of a collection of skills that could
potentially play a part in using language
Main objective is to learn the language skill
Develop competence in the langauage
7. A Structured or Formal Syllabus
“Traditional” syllabus
Focus on outcomes or product
Structual patterns as the basic units of learning and
organizes as such
Learner expected to master each step
Highly controlled, structured and sequenced pattern
practice drills
8. A Multi-Dimentional Syllabus
Idea is that this is flexible to change the central
point of teaching material as the course progresses
Less rigid design, flexibilty and responds to
learner’s needs
A Task Based Syllabus
Using tasks and activities to promote learning and
make use of communication to fulfill a need
Interaction and practice that perfects language skills
Meaningful tasks that are multifaceted and focused
to enhance learning
9. A Process Syllabus
Supported by Breen (1984)
Designed as learning and teaching progress
Takes into account the interrelationships between
content, learning and the contributions of the
classroom
A Learner-Led Syllabus
Breen and Candlin (1984) proposed focusing on
how learners learn.
Emphasis on learner and their interest and
motivation while developing the skill
Some feel this is far reaching, complicated to follow,
lack course book and puts the responsibility on the
student
10. A Proportional Syllabus
Goal to provide an overall competence
Appropriate and applicable for learners who need
exposure to the target language
Incorporates a variety of elements; form and
interaction
Indicates what will be taught moreso than what will
be learned
Dynamic and has plenty of opportunity for feedback
and flexibility
A Content-Based Syllabus
Critical goal is to teach specific information and
content using the language that is being learned
Language and content learning are occurring
simultaneously
11. A Notional/Functional Syllabus
Emphasis is on the communicative purpose and
conceptual meaning of language; notions and
functions
Proposes a list consisting of notions and functions
that are the main focus
A Lexical Syllabus
Advocated by Willis (1990)
Based on the most common words and phrases and
their meanings in English
Real language and research into natural language
instead of other pedagogic grammars
Shifts responsibility for learning onto the learner
12. Need to consider all the points when choosing a
syllabus to be used.
Many times syllabus’ are combined together in
order to meet the needs of all parties.
No single syllabus type is appropriate for every
learner or situation; many things should be
considered
13. Questions to Consider:
Most of us who have been in a collegiate setting, know
that the syllabus is often the framework of what will
be taught in the weeks ahead for a given course. I
myself find that it is very helpful to have an overview
of the expectations and the desired goals and
outcomes.
My questions to consider are as follows:
1. Given the several syllabus types outlined in this
article, do you see a particular type that would be
more beneficial than the others for an English
Language Learner?
2. Do you feel it is more beneficial to have the course
outlined in whole or a more flexible approach that
allows for planning in process as you go? Or is it
situational?