The document discusses the grammatical based syllabus in teaching English, highlighting its definition as a list of grammatical items arranged by complexity. While this approach allows for structured learning of language rules, it has been criticized for potentially hindering real communication skills due to its artificial contexts. The text outlines the rationale for a grammatical syllabus, its advantages, and suggestions for integrating grammar with other teaching methods.

3. University of Baghdad
Collage of Education / Ibn Rushed for Human Sciences
Department of English
M.A. Study
Chapter 8
Grammatical Based Syllabus
A Week Papers
Submitted by:
M.A Candidate : Akram J. N. Nasser
Methods Of Teaching English
Supervisor by Asst. Prof. Dr.
Dhea Mizhir
2020 H.A 1441 A.H

4. Theoretical perspectives
- The grammatical syllabus has been defined as one
which consists of a list of grammatical items
selected and graded in terms of simplicity and
complexity (Nunan, 1988)
- Wilkins (1976:2) defined this kind of approach as
synthetic.
- Language rules are learned in a linear fashion and
learners should demonstrate complete mastery of
one rule before moving on to the next (Nunan,
2001)
- ¨Grammar is a liberating force¨ ( Cullen, 2008:
222)

5. Grammatical Based Syllabus
 A grammatical syllabus is based on the structures of a
language. It can be compared to other types of syllabi based
around tasks, vocabulary, functions or topics. Learners learn
grammatical structures in a sequence that reflects their
complexity, rather than their use in communication, leading
to many artificial contexts for practice and perhaps an
inability to transfer learning to real communication.
 Organising learning around a grammatical syllabus has been
criticized because of this, but it is still the most common type
of syllabus in published materials, mostly because it is the
easiest type of syllabus to sequence
 The syllabus input is selected and graded according to
grammatical notions of simplicity and complexity. These
syllabuses introduce one item at a time and require mastery
of that item before moving on to the next

6. Assumption Behind Gram. Syllabus
1) Language consists of a finite set of rules which can be
combined in various ways to make meaning.
2) These grammatical rules can be learned one by one,
in an additive fashion; each item can be mastered on its
own and later incorporated into learner’s pre-existing
stock of knowledge.
3) The principal purpose of language teaching is to help
the learners to “crack the ode” i.e. to deduct the
structural properties of a language, learn them break and
incorporate them again.
4) Once the learner has internalized the formal aspects
of the target language, they will automatically be able to
use it in genuine communication outside the classroom

7. Example
A grammatical syllabus may start with the present
simple, then the present continuous, then the past
simple, and so on. Learners are not usually exposed to
more difficult structures than the ones they are
learning.
In the classroom
Teachers may find it useful to blend a grammatical
syllabus with other elements. For example, it may be
suitable to teach verb times explicitly but structures
such as the use of ‘would' in requests and advice in a
functional framework instead.

8. Grammar is more seeing as one strand of multi-skilled or integrated
syllabus rather than as the sole for a syllabus and grammar is taught
through meaning rather than simply form. It is approached as a
communicative resource that is used in spoken and written
discourse.
For example, Richard and Reppen describe some principles for
integrating grammar with the teaching of texts
1- Identify the grammatical resources the learners need.
2- Teach awareness of the nature of text.
3- Develop awareness differences between spoken and written text.
4- Use corpora to explore text.
5- Use a variety of teaching approaches, both deductive and
inductive.
6- Provide opportunities for guided noticing.
7- Provide opportunities for meaningful communicative practice.
8- Provide opportunities of students to produce stretched output.

9. Also, Steps designers should follow to create a
syllabus using this approach
1. Develop a well-grounded rationale for your course.
2. Decide what you want students to be able to do as
a result of taking your course, and how their work will
be appropriately assessed.
3. Define and delimit course content.
4. Structure your students’ active involvement in
learning.
5. Identify and develop resources.
6. Compose your syllabus with a focus on student
learning

10. Examples
The three lexical items dog, eat, and meat can be
combined in a variety of ways to signal different
meanings, such as:
a) The dog is eating the meat.
b) The dog ate the meat.
c) The dog has eaten the meat.
d) A dog must have eaten the meat.

11. Advantages:
The main advantages of the grammatical syllabus are
the followings:-
(a) Structures and vocabulary are the two most
important elements of a language. Without good
command of these sectors, no one can conceive of
performing in a language successfully.
(b) There is teaching facility as there are available
materials, textbooks, etc.
(c) Sequencing and selection is not so difficult as it is
with semantic and functional syllabuses.