related to product and process-oriented syllabus

1. Product-oriented Syllabus
and
Process-oriented Syllabus
Comparison between Product-oriented and Process-oriented Syllabus

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. AnalyticSyllabus
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 planningan
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 supportedwith
other approaches and techniques. For example:
—teachers can incorporate elements of learner training and developmentfrom
learner-centered syllabi
or
— Use activities from process-oriented syllabi such as task-basedlearning.
—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

11. End of Slides