William Hall ESL 501
What is the definition of Syllabus?
In Wilkins(1981) words, syllabuses are
specifications of the content of language teaching which have been submitted to some degree of structuring or ordering with the aim of making teaching and learning a more effective process. a plan or what is to be achieved through our teaching and our students learning.(Breen, 1984)
Syllabus definition part 2
function of a syllabus is to specify what is to be taught and in what
order. (Prabhu, 1984) a summary of the content to which learners will be exposed.(Yalden, 1987)
Syllabus definition part 3
social constructions, produced
interdependently in classrooms by teachers and learnersThey are concerned with the specification and planning of what is to be learned, frequently set down in some written form as prescriptions for action by teachers and learners. (Candlin, 1984)
Syllabuses in ELT
Task-based syllabus
Procedural syllabus
Process syllabus
Cultural syllabus
Situational syllabus Skill-based syllabus
Learner-led syllabus
Proportional syllabus Content-based syllabus
Structural or formal
syllabus Multi-dimensional syllabus
Notional/functional
syllabus Lexical syllabus
Procedural Syllabus
Structure can be best learned when
attention is concentrated on meaning Focus is on the learner Tasks and activities are designed but not the linguistic content Learner focuses on trying to solve the meaning behind the text
Cultural Syllabus
Based on learners own country
Requiring teacher to have knowledge of
students culture Goals to develop interest, curiosity and empathy for cultures Emphasis on socio-cultural implications of language usage
Situational Syllabus
Based on real life situations, such as
going to the dentist, seeing a movie, meeting a new student Content of language is based on such situations. Learners find meaning from relevant context.
Skill-Based Syllabus
Skills are taught that are needed for
language competency Specific skills such as pronunciation, grammar and discourse are improved through activities such as: listening to language to find the main idea, writing wellformed paragraphs, and giving lectures.
Structural (Formal) Syllabus
Organized along grammatical lines.
Focus on outcomes or the product Learner expected to master each
structural step while increasing grammar Uses structured, sequenced practice drills
Multi-Dimensional Syllabus
Flexible syllabus incorporating
elements of other models. Example: a syllabus that includes important functions, reviewing important situations, and teaching specific skills A combination of other models.
Task Based Syllabus
Using specific task to achieve a purpose Language is developed through interaction and practice.
Task must be relevant to the real
world
Process Syllabus
Program is designed as the school year takes
place Decision to follow a pre-designed content syllabus, or develop an on-going syllabus using alternative assessment, activities and tasks Develops a strong relationship between subject matter, learning, and the contributions of a classroom.
Learner-Led Syllabus
Learners engaged in the implementation
and design as much as practically possible The hope is that the learner is more motivated due to their awareness of the course and their involvement. Questions on practicality of program as syllabus is guided by learner
Proportional Syllabus
Focus is on flexibility and spiral technique of language sequencing leading to the recycling of language.
Goal is to develop an overall competence Themes are chosen by the learner Shift from form to interaction.
States syllabus has to indicate what will be taught, rather than what will be learned
Content-Based Syllabus
Goal is to teach specific information and
content using the language that learners are learning. Subject matter is primary, and language learning happens concurrently. For example, in a chemistry class, linguistic adjustments are made to make the chemistry more understandable.
Notional/Functional Syllabus
Focus is on the communicative purpose and
the conceptual meaning of language. Calls for needs analysis to establish objectives Functions such as inviting, requesting, agreeing, apologizing are taught. Notions such as age, color, size, comparison, time, etc.
Lexical Syllabus
Firmly based on real language.
Use of the commonest words and phrases
and their meanings Learning the patterns of language Language is carefully selected for the learner to analyze by themselves.
Why syllabus would you chose, and why?
