SYLLABUS DESIGN

Widowson (1984), and Brumfit (1984) point out that “ a syllabus is a practical thing or a public statement which is based on concepts of language, language learning, and language use”.
Dubin and Olshtin (1992: 28)
1. • What learners are expected to know
  1. • What is to be taught or learned
    1. • When it is to be taught
      1. • How it is to be taught
        procedures
        techniques
        materials
        • How it is to be evaluated
        testing
        evaluating mechanism
Types
1. Structural/grammatical
  1. knowledge of the language system
  2. master the grammar and vocabulary
  3. The teaching procedures and learning
    1. drilling of grammatically correct sentences,
    2. lists of vocabulary
  4. assessment
    1. produce grammatically accurate language
  5. content of language teaching
    1. forms and gramatical structures
  6. Some problems
    1. not all parts of the system is useful for all learners
    2. Ignoring other important aspects of language proficiency.
2. Notional/functional
  1. social function of language
  2. role of the teacher
    1. model of native speaker
    2. organizer
    3. manager
  3. characteristics
    1. Finney (1996:5)
      1. Clarity of the goal
      2. Ease of evaluation
      3. · Accountability
  4. content of the language teaching
    1. functions performed when language is used
      1. informing, agreeing, apologizing, requesting
    2. notions that language is used to express
      1. size, age, color, comparison, time,
  5. some problems
    1. It is not easy to formularize
    2. notional syllabus is inadequate to cater all the learners’ needs
3. Situational syllabus
  1. participants build their own learning
  2. teacher role
    1. facilitators
    2. negotiator
  3. content of language teaching
    1. involves a number of functions
    2. plausible segment of discourse
  4. real or imaginary situations
    1. seeing the dentist
    2. meeting a new student
    3. complaining to the landlord
  5. some problems
    1. difficult to implement
    2. the situation itself is difficult to define.
4. Mixed Syllabus
  1. content-oriented model
  2. objective-oriented model
  3. process-oriented model
  4. PRINCIPLES
    1. Yalden (in Finney, 1996:10),
      1. how a language is learned
        structure-grammar-based syllabus
      2. how a language is acquired
        process-based syllabus
        functional-based syllabus
      3. how a language is used
        situational syllabus
  5. rol of the teacher
    1. analytic
      1. reflective
        creatie
It involves the selection and grading of content and methodology
1. It states what the successful learners will know by the end of the course
  1. specifies all the things that are to be taught in the courses.
Choosing and integrating syllabi
1. cchoose one type as the organizing basis .
  1. arrange and relate to others.
2. types are usually combined
Sheuban, Wordpress. (2009). Underlying principles of syllabus design in English language teaching. Taken from: https://sheuban.wordpress.com/2009/06/28/underlying-principles-of-syllabus-design-in-english-language-teaching/

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SYLLABUS DESIGN

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