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