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.
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.
Task based syllabus based on Krahnke's (1987) book: "Approaches to Syllabus Design for Foreign Language
Teaching. Language in Education: Theory and Practice"
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.
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.
Task based syllabus based on Krahnke's (1987) book: "Approaches to Syllabus Design for Foreign Language
Teaching. Language in Education: Theory and Practice"
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.
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.
THIS IS A METHOD OF APPLIED LANGUAGE TEACHING METHODS. IT HAS BOTH MANY ADVANTAGES AND DISADVANTAGES. WE WORKED ON HARDLY WITH MY GROUP. HOPE IT WILL BE USEFUL FOR EVERYONE.
Syllabus, lesson plan and teaching materialsSheila Rad
General statements about language learning, learning purpose and experience, evaluation, and the roles and relationships of teachers and learners. Contains banks of learning items and suggestions about how they might be used in class.
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.
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.
THIS IS A METHOD OF APPLIED LANGUAGE TEACHING METHODS. IT HAS BOTH MANY ADVANTAGES AND DISADVANTAGES. WE WORKED ON HARDLY WITH MY GROUP. HOPE IT WILL BE USEFUL FOR EVERYONE.
Syllabus, lesson plan and teaching materialsSheila Rad
General statements about language learning, learning purpose and experience, evaluation, and the roles and relationships of teachers and learners. Contains banks of learning items and suggestions about how they might be used in class.
Preparation and Evaluation of Instructional MaterialsFrederick Obniala
This course is designed for students to develop instructional materials. It will provide the context and focus for the materials. Identify the basic principles in materials development, benefits of instructional materials for their future endeavor as a teachers. Create a learning objective that focus on student – centered, develop an instructional materials that suits in in the needs of every students and ways to implement them in order to address the problem in an inclusive way, and design an evaluation plan. The course format will be interactive and collaborative. The students will benefit from the creativity, experience and knowledge of each other. One goal for this course is to create a syllabus and lesson plan that based on the ADDIE model, in which complex questions are addressed together, individual strengths are respected and nurtured, and everyone works and learns cooperatively because of the collaborative nature of the course.
Similar to Product oriented syllabus and process oriented syllsbus (20)
The Acculturation Model is a model of second language acquisition designed by John H. Schumann (1978) and it is based on the social-psychology of acculturation
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
2. Product oriented Syllabus
“Product oriented syllabuses are those in which the focus is on the
knowledge and skills which learners should gain as result of
instruction.” – Nunan (1988)
— Product-oriented syllabus focuses on outcomes
(what is learnt at the end of a learning session)
— Focuses on things learnt at the end of a learning process
(things that are instructed by teachers/instructors)
3. Example:
In a language classroom- students work with Grammatical
structure in their English course and show their progress at the
end of the session by attending tests based on the provided
grammatical items.
4. Process oriented Syllabus
—A process oriented syllabus focuses on the skills and processes
involved in learning language.
—It focuses on the processes of learning.
—Process-oriented syllabuses are developed as a result of a sense of
failure in product-oriented syllabuses to enhance communicative
language skills.
5. Example:
Rather focusing on the features of the products of writing, such as
letters, compositions, notes, reports etc, a process-writing syllabus
would focus on the processes writers use to complete their tasks,
such as:
—collecting information,
—organizing ideas,
—drafting and revising,
6. Comparison between Product oriented and Process oriented Syllabus
Product oriented
—Focus is on knowledge and skills
—Skills that learnt at the end of learning
session
—Focuses on completed acts of
communication (outputs)
—Emphasis on the output
—Concentration is towards the goal
Process oriented
—Focuses on the process of learning
—Skills that involved in language
learning process
—Emphasis is on the process
—Series of action is important
Every syllabus is both product-oriented as well as process- oriented. But the
difference is created because of the emphasis on any one of them while designing
a syllabus. Many argue that a successful syllabus must be combination of both
processes and outcomes.
Analytic and synthetic syllabus.
Grammatical syllabus, Functional-
notional syllabus. Analytic Syllabus
Procedural syllabus, Task based
syllabus, Content syllabus, Natural-
approach syllabus
7. Comparison continues
Product oriented Process oriented
—Grammatical syllabus:
I. Based on the structure of a language
II. Learners learn grammatical structures
in a sequence that reflects their
complexity
III. Does not encourage the use of
grammatical structures in real
communication
IV. Leading to many artificial contexts for
practice
V. Inability to transfer learning to real
communication
—Task based Syllabus
I. An activity or action carried out as
the result of processing pr
understanding language
II. Based on task-based learning
III. learners carry out tasks such as
solving a problem or planning an
activity
IV. Involve learner contributions and
promote language practice
V. The language learnt comes out of
the linguistic demands of the activity
VI. Example: drawing a map while
listening to an instruction, filling out
a form, performing a command , etc.
8. —Functional-notional syllabus
I. Function: communicative purpose
for which we use language.
II. Notion: conceptual meanings
expressed through
language.(objects, entities, logical
relationships, etc.)
III. In this syllabus language contents
is arranged according to learners
communicational needs.
IV. It sets realistic learning tasks
V. It provides for the teaching of real
world language
VI. It provides for the widespread
promotion of foreign language
courses
—Content based syllabus:
I. An approach to language teaching in
which the focus is on the
development of language through
classroom activities
II. Designed to promote cognitive skills
III. Involves the integration of subject
matter(what to talk about) and
linguistic matter (how to talk about)
IV. Theme based teaching
V. Language class activities are specific
to the subject matter being taught
VI. Teaching elements/course is
structured around certain themes
VII.Such as: Cooperative learning, task
base/experiential learning, project
work, whole language approach
Product oriented Process oriented
9. Process oriented
—Natural approach syllabus
I. Comprehensively described by
Krashen and Terrell (1983)
II. Principles are based on experimental
research such as:
III. The goal is communication skills
IV. Comprehension precedes production
V. Learners are not forced to respond;
production emerges
VI. Central activities promote
subconscious acquisition of language,
rather than conscious learning.
—The natural approach is designed to
develop basic personal communication
skills- both oral and written and was not
developed specifically to teach learning
skills
Product oriented
— Analytic Syllabus
I. Organized in terms of the
purposes for which the learner is
learning the language.
II. Syllabus is not designed for
analyzing the grammatical
structure of the language.
III. It is designed for the
communicative use/purpose of the
language.
IV. The language and contents are
drawn from the input.
V. Language contents are selected
and graded primarily according to
the learner’s need (real world
communicative task)
10. Learners working with a product-oriented syllabus can be supported with
other approaches and techniques. For example:
—teachers can incorporate elements of learner training and development from
learner-centered syllabi
or
— Use activities from process-oriented syllabi such as task-based learning.
—working on the language processes ( writingspeaking) is hard work for
learners. It involves thinking, organizing and planning.
—If time well-invested in skills- that will enable the learner to become an
autonomous writerspeaker.
Conclusion