SYLLABUS DESIGN

SYLLABUS DESIGN

1. 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”.

2. 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

3. 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

4. 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.

5. Choosing and integrating syllabi

   • cchoose one type as the organizing basis .
     • arrange and relate to others.
   • types are usually combined

6. 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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