This document discusses syllabus design and different types of syllabi. It defines a syllabus and outlines its key components and functions. It distinguishes between syllabi and curriculum, noting that a syllabus covers topics for a subject while curriculum encompasses broader educational planning. The document also describes different orientations for syllabi, including product-oriented, process-oriented, and natural syllabus approaches. It provides examples of grammatical, functional, analytical, task-based, and content-based syllabi. Overall, the document provides an overview of considerations and steps for effective syllabus design.

1. TOPIC
Syllabus Design
By…ADNAN BALOCH

2. What is Syllabus?
◦ According to Hutchinson and Waters (1987)
◦ “ A syllabus is an expression of opinion on the nature of language and learning, it acts as a guide for
both teacher and learner by providing some goals to be attained. ”
◦ Stern (1984) states that:
◦ “Syllabus as connected with content, structure and organization”.
◦ According to White (1988) opinion:
◦ A complete syllabus specification will include all five aspects ;
◦ . Structure
◦ . Function
◦ . Situation
◦ . Topic
◦ . Skills

3. Difference between Syllabus and
Curriculum
◦ Yalden (1984) defines syllabus as
◦ “Syllabus is connected with learner’s need and aims”.
◦ The main point of a syllabus is to share information. . It is also used in more specific purposes
such as planning tool or course plan.
◦ Difference between Syllabus and Curriculum:
◦ Syllabus:
◦ . A subject syllabus is a unit of the curriculum.
◦ . Syllabus covers the portion of what topics should be taught in particular subject.
◦ Curriculum:
◦ Whereas Curriculum is a combination of some factors which helps in the planning of an
educational program.

4. What is Syllabus Design?
◦ . A syllabus is a basic contact between the instructor and student, laying out the
responsibilities and expectations on both sides. .It is also a road map that shows the general
contour of the course, important milestones, and the landmarks that will let students know
they are on the right road.
◦ . It is a marketing opportunity to show the students just how great the course will.
◦ . A learning centered syllabus:
◦ “ A learning centered syllabus focuses on the needs of the students and their learning
process, including specific information that facilitates their academic success”.
◦ According to Nunan (1988)
◦ “Syllabus design is to select and to organize teaching materials.”
◦ . The choice of syllabus is a major decision in language teaching, and it should be made as
consciously and with as much information as possible.

5. What is Syllabi?
◦ Syllabi is the plural form of “syllabus”.
◦ . Syllabi is the summary or outline of an educational course and is descriptive.
◦ . Almost all actual language teaching syllabi are combination of two or more of
the types defined here; the characteristics, differences, strengths and
weaknesses of individual syllabi are defined as follow:
◦ 1. Product oriented syllabus:-
◦ According to Nunan (1988):
◦ “Product oriented syllabuses are those in which the focus is on the knowledge
and skills which learner should gain as result of instruction”.
◦ It focuses on outcomes.
◦ It focuses on things (that are instructed by teachers) learnt at the end of a
learning process.

6. Types of Product Oridented Syllabus
1. Grmmatical Syllabus /Structural Syllabus
2. Functional Syllabus /Notional Syllabus
3.Analytical Syllabus / Situational Syllabus

7. 1 Gramatical Syllabus
◦ Grammatical syllabus / Structural syllabus:
◦ It is based on the structure of language.
◦ Learners learns grammatical structure in a sequence that reflects their complexity.
◦ It does not encourage the use of grammatical structure in real communication.
◦ It leads many artificial contexts for practice.
◦ Inability to transfer learning to real communication.
◦ The learner is expected to master each structural aspects and add it to his/ her grammar
collection.
◦ Weaknesses/ Limitations:
◦ Situational syllabuses are limited to the students in the class.
◦ Teacher can change syllabus many times.
◦ The role of need analysis is important.
◦ Language functions do not occur in isolation.

8. Functional /Notional Syllabus
◦ Functional / Notional Syllabus :-
◦ In Function :
◦ Communicative purpose for which we use language.
◦ In Notion:
◦ Conceptual meanings are expressed through language ( like objects, entities,
logical relationships).
◦ In this syllabus, language contents are arranged according to learn
communicational needs.
◦ It sets realistic learning tasks.
◦ It provides best teaching methods of real world language.
◦ It provides widespread promotion of foreign language courses.
◦ A function is some kind of communicative act: it is the use of language to achieve
a purpose , usually involving interaction at least between two people.
◦ Example: promising, suggesting, apologizing and greeting.

9. Analytical Syllabus
◦ It organizes in terms of the purposes for which the
learners learn the language.
◦ Syllabus is not designed for analyzing the grammatical
structure of the language.
◦ It is designed for communicative purpose of language.
◦ The language and contents are drawn from the input.
◦ Language contents are selected and graded primarily
according to the learner’s need.

10. 2. Process Oriented Syllabus :
◦ Process Oriented Syllabus :-
◦ A process oriented syllabus focuses on the skills and processes
involved in learning language.
◦ . It developed as a result of a sense of failure in product oriented
syllabus to enhance communicative skills.
◦ There are three kinds of process oriented syllabus.

11. Process Oriented Syllabus
1. Task based Syllabus
2. Content based Syllabus
3. Natural Syllabus

12. Types of process Oriented Syllabus
• Task based syllabus:
• It is based on task based learning.
• In this syllabus, learners carry out tasks such as solving a problems, or planning an activity.
• In this kind of syllabus, learners contribution is also involved .
• This syllabus promotes language practice.
• The language learnt comes out of linguistic demands of the activity.
• Example:
• Drawing a map while listening to an instruction.
• Filling out a form
• Performing a command
• Content Based Syllabus:-
• An approach to language teaching in which the focus is on the development of language through classroom activities.
• It is designed to promote cognitive activities.
• It involves integration of subject matter and linguistic matter.
• It is theme based teaching
• Language class activities are specific to the subject matter .
• Teaching elements are structured around certain themes such as cooperate learning, task based learning, project
work, whole language approach .

13. 3. Natural Syllabus
◦ Natural approach syllabus:-
◦ The natural approach is designed to develop basic personal
communication skills both oral and written and was not developed
specifically to teach learning skills.
◦ According to Terrell (1983):
◦ Principles are based on experimental research such as:
◦ The goal of natural approach is to convey communication skills.
◦ It provides comprehension to precedes production
◦ Learners are not forced to respond; production emerges.
◦ Central activities promote subconsciously acquisition of language,
rather than conscious learning.

14. Steps and Characteristics of Syllabus
◦ Characteristics of effective syllabus:-
◦ It articulates the conceptual framework for the course.
◦ Students learn to manage their lessons due to effective syllabus.
◦ It suggests the best way to understand course content.
◦
◦ Steps for developing a syllabus:-
◦ Determine the schedule for your class
◦ Plan your course to match the university calendar.
◦ Determine how your course fits into the curriculum.
◦ Decide on required course materials.
◦ Develop the course policies and procedures.
◦ It decides what will the basis of students grades .
◦ Plan when to have assignments due.

15. Data Collection Devices
◦ Questionnaire
◦ Self-rating
◦ Interview
◦ Meeting
◦ Observation
◦ Collecting learner language sample
◦ Task analysis
◦ Case studies
◦ Analysis of available information

16. Syllabus Functions
◦ Establishes an early point of contact and connection between students and instructors.
◦ Describe your beliefs about educational purposes.
◦ Contains collect handout
◦ Define students responsibilities for successful course work
◦ Describes active learning
◦ It helps students to access their readiness for your syllabus
◦ Sets the course in border context for learning.
◦ Provide a conceptual framework
◦ Describe available learning resources
◦ Communicate the role of technology in course
◦ Can improve the effectiveness of students note taking
◦ Can include material that supports learning outside the classroom
◦ Can serve as a learning contract

17. Need Analysis
◦ The first step of every syllabus design should therefore be
need analysis, a set of techniques and procedures used
for obtaining information about the learners and
situations and proposes for which they want to learn the
language.
◦ It examines what the learner know already and what they
need to know.
◦ It makes sure that the course will contain relevant and
useful things to learn.

18. Conclusion
◦ This discussion leads us to the consideration of tone in a syllabus.
The syllabus is the first introduction students receive to you as an
instructor and to the content of the course. Researchers at James
Madison University surveyed student’s responses to detailed and
brief versions of the same syllabus and concluded that students
associated with detail syllabus with a qualities of master
teacher(Saville 2010,).
◦ Researchers have explored the effects of cold and warm language in
a syllabus on students perception of the instructors.
◦ Syllabus design is a very effective way in teaching. It consumes the
time of both students and teachers.