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Structural Syllabus Design
The document discusses the structural syllabus approach to language teaching. It defines the structural syllabus as one that focuses on the grammatical and structural aspects of a language by analyzing and isolating language elements. This approach believes that functional language ability arises from structural knowledge. The summary then lists some key characteristics of the structural syllabus, including that it focuses on language form and traditional grammatical classifications. It also notes both positive characteristics, such as serving as a basis for learner self-correction, and negative characteristics, such as lack of applicability and transferability of structural knowledge alone.
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Structural Syllabus Design
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- 2. At the endof this lesson, you will be able to: Enumerate the characteristics of a structural syllabus. Distinguish a structural syllabus from all other types through its key feature of “syntheticity” Evaluate the pros and cons of a structural syllabus Understand the place of structural syllabus relative to the teaching and learning of language.
- 3. Do you rememberthis?
- 4. Which later becamelike this:
- 5. How many ofthese elements do you remember?
- 6. This is anexample of a STRUCTURAL SYLLABUS are a product of this syllabus.
- 7. So, what isa Structural Syllabus? (a.k.a. Grammatical Syllabus, Formal Syllabus, Traditional Syllabus, or Synthetic Syllabus)
- 8. Characteristics most familiarof syllabus types grammatical / structural aspects of language form are the most basic or useful. functional ability arises from structural knowledge Theory of learning Theory of language ability to use or communicate in the new language
- 9. What can wefind in a structural syllabus? language form / grammatical form traditional, Latin-based, descriptive/prescriptive grammatical classification and terminology
- 10. Sentence – largestunit of discourse that is regularly treated in a structural syllabus • Semantics • Interrogative • Declarative • Exclamations • Conditionals • Structure • Simple • Compound • Complex • Compound-Complex Types of Sentences
- 11. Morphology Number • Singular / Plural Tense •Past / Present, etc. Special morphology • Determiners and articles • Prepositions and postpositions • Gender Vocabulary • Affixes
- 12. SYNTHETIC analysis ofthe language content isolation of elements VERB!NOUN!
- 14. 2 Ways toSynthesize 1) analyzed info is AVAILABLE for production and checking accuracy BLUE!BLUE!
- 15. 2 Ways toSynthesize 2) analyzed info is TRANSFORMED from possibly conscious knowledge to unconscious behavior BLUE SKY! BLUE!
- 16. Types of StructuralKnowledge Explicit / Descriptive • ability to describe rules or explain why an utterance is right or wrong Recognition /Judgmental • ability to merely to judge whether a given form is acceptable or not, and to correct unacceptable form Accurate Productive Behavior • ability to use the structures being taught without necessarily describing or making judgments about them.
- 17. What structural knowledgetype do you have? Lee Grane impressed Bamboo and Sarah.
- 18. What structural knowledgetype do you have? Neither my friends nor myself like the revolving chairs too much.
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- 21. Grammar Translation Pang-ilangpangulo si Noynoy Aquino? 1. How many presidents were there before President Noynoy Aquino? 2. Which/What number does Noynoy Aquino come in the list/order of Philippine presidents? 3. What is Noynoy Aquino's ordinal place in the line up of all
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- 23. Criteria for ContentSequence Kelly: Complexity ("facility"), regularity ("grammatical analysis"), and productivity, or the usefulness of the structure Canale and Swain: Grammatical complexity via intuitive criteria ; communicative facility, communicative generalizability, degree of facilitation of acquisition of other structures, perceptual accessibility, and dialectal markedness.
- 24. Criteria for ContentSequence Other criteria: degree of difference between the structure concerned and its equivalent in the learners' first language, the learners' communicative need for the structure, and the order in which the structure occurs in a natural acquisition sequence. o In practice, sequencing decisions are generally based on presumed simplicity, frequency, and need.
- 25. Master at initialpresentation or Learn via spiraling? LEARNING THEORY:
- 26. Textbooks: ALMOST likea structural syllabi
- 27. Positive Characteristics 1) It’sthe most general component of communicative competence.
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- 29. Positive Characteristics 3) It’srelatively easy to describe
- 30. Positive Characteristics 4) It’sthe most measurable of the components of communicative competence.
- 31. Positive Characteristics 5) Preventslater fossilization or cessation of learning.
- 32. Positive Characteristics 6) Servesas basis for learner to Monitor, check, and self-correct (Krashen’s Monitor /Acquisition Theory)
- 33. Positive Characteristics 7) Offersbasis for teachers or others to provide learners with feedback on the accuracy of their production
- 34. Positive Characteristics 8) Value-and culture- free.
- 35. Negative Characteristics 1. Lack ofusability, applicability, or transferability of structural knowledge.
- 36. Negative Characteristics 2. Misleading: Learning alanguage vs. Learning facts or information about a language.
- 37. Negative Characteristics 3. Strictly structuralsyllabi prevent students from producing structures they have not been taught.
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- 39. Passive structural knowledge Improved secondlanguage accuracy Monitoring role Geographical, cultural, or political limitations Applications
- 40. Role of StructuralSyllabus Instruct in new language via “easy rules” Serve as organizing framework for other language instructional content types
- 41.