Esp syllabus
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The document outlines the concept, significance, and organization of a syllabus in education, highlighting various interpretations and layers of meaning. It discusses the role of syllabuses in course design, the necessity of structuring them for effective language learning, and the varied approaches to syllabus development. Moreover, it emphasizes the importance of considering learners' needs and environmental factors throughout the teaching process.
Esp syllabus
- 1. English for Specific Purpose The Syllabus Presented by: Asif Ali Raza asifalirazzza@yahoo.com +92-300-4-62-62-34
- 2. Points to be discussed • What do you mean by syllabus? Further layers of interpretations • Why should we have syllabus? Hidden reasons for having a syllabus • On what criteria can a syllabus be organized? Different criteria • What role should a syllabus play in the course design process? approaches • Conclusion and summary
- 3. What do you mean bt a syllabus? • A syllabus (pl. syllabuses or syllabi) is an outline and summary of topics to be covered in an education or training course. It is descriptive (unlike the prescriptive or specific curriculum). A syllabus is often either set out by an exam board, or prepared by the professor who supervises or controls the course quality. It may be provided in paper form or online. • A syllabus is a document which says what will (or at least what should) be learnt. • Syllabus is, simply, a statement of what is to be learnt.
- 4. Further layers of interpretation The evaluation of syllabus The organizational syllabys The materials syllabus The teacher syllabus The learner syllabus The class-room syllabus
- 5. Further layers of interpretation... The evaluation of syllabus It has following traits: This kind of syllabus will be most familiar as the document that is handed down by ministries or other regulating bodies. It stresses what the successful learner will know by the end of the course. In effect, it puts on record the basis on which success or failure will be evaluated. It reflects an official assumption as to the nature of language and linguistic performance.
- 6. Further layers of interpretation... The organizational syllabus It has following traits: A syllabus can also state the order in which it is to be learnt. The organizational syllabus is an implicit statement about the nature of language and learning. The organizational syllabus differs from the evaluation syllabus in that: • it carries assumptions about the nature of learning as well as language in organizing its items in a syllabus. • It is necessary to consider factors which depend upon a view of how people learn. • E.g. what is more easily learnt?, what is more fundamental to learning? Are some items needed in order to learn other items?
- 7. Further layers of interpretation... The materials syllabus It has following traits: A syllabus can also state the order in which it is to be learnt. The organizational syllabus is an implicit statement about the nature of language and learning. The organizational syllabus differs from the evaluation syllabus in that: • it carries assumptions about the nature of learning as well as language in organizing its items in a syllabus. • It is necessary to consider factors which depend upon a view of how people learn. • E.g. what is more easily learnt?, what is more fundamental to learning? Are some items needed in order to learn other items?
- 8. Further layers of interpretation... The teacher syllabus The second stage of interpretation usually comes through the teacher. This type of syllabus: The great majority of students in the world learn through the mediation of a teacher . Teacher can influence the clarity, intensity and frequency of any item and affect the image that the learners receive. Stevick (1984) recounts how an inexperience teacher would finish in two minutes an activity that he would spend twenty minutes on. • This kind of variability affect the degree of learning.
- 9. Further layers of interpretation... The classroom syllabus The classroom is not simply a neutral channel for the passage of information from teacher to learner. It is a dynamic, interactive environment which affects the nature both of what is taught and what is learnt. A teacher knows two different things happen in the classroom: A lesson is a communicative event which is created by the interaction of a number of forces. The classroom too creates conditions which will affect the nature of a planned lesson. • Hot weather, noise from outside, interruptions to deal with administrative matters, a visitor. • Students may be tired, asking irrelevant questions etc.
- 10. Further layers of interpretation... The learner syllabus The syllabuses discussed yet are normally considered to be external syllabuses. The learners might participate in their creation to some extent, but essentially they are external to the learner. It is a retrospective record of what has been learnt rather than a prospective plan of what will be learnt. It is for this reason that the learners must be taken into account on a continuing basis through every stage of the course design process.
- 11. Why should we have a syllabus? There are acknowledged and hidden reasons for having a syllabus: Language is a complex entity. It cannot be learnt in one go. We have to break down complex into manageable units. In practical benefits, a syllabus gives moral support to the teachers and learner. A syllabus specially in ESP has cosmetic role. Sponsors and students will want their investments to be worthwhile. The syllabus can be seen a statement of projected routes, so that both the learners and teachers may know where they are going.
- 12. Continued… Why should we have a syllabus? A syllabus provides a set of criteria for material selection and writing. It defines the kind of texts to look for or produce, the items to focus on in exercises etc. This is probably one of the commonest uses for a syllabus, but it can be one of the most damaging to the course, if wrongly used. Uniformity is a necessary condition of any institutionalized activity, such as education. A syllabus is one way in which standardization is achieved. Syllabuses cannot take into account of individual differences.
- 13. On what criteria can a syllabus be organized? Topic syllabus Structural/ situational syllabus Functional/ notional syllabus Skills syllabus Functional /task-based syllabus Situational syllabus Skills and strategies Discourse/ skills syllabus
- 14. What role should a syllabus play in the course design process? A language centered approach A skill centered approach A learning centered approach The past hoc approach
- 15. What role should a syllabus play in the course design process? A learning centered approach: Analyze target situation Write syllabus Write or select texts to illustrate items in syllabus Write exercises to practice items in the syllabus Devise tests for assessing knowledge of the items in the syllabus
- 16. What role should a syllabus play in the course design process? A skill centered approach: Analyze target needs Select interesting and representative texts Devise a hierarchy of skills to exploit the texts Order and adapt the texts as necessary to enable a focus on the required skills Devise activities/techniques to teach those skills Devise a system to assess the acquisition of the skills
- 17. What role should a syllabus play in the course design process? A learning centered approach: Analyze target situation Analyze learning situation Establish general syllabus of topic Order and adapt and tasks the texts as necessary to enable a focus on the required skills Produce detailed language/skills syllabus Check language and skills content of materials and make necessary adjustments
- 18. What role should a syllabus play in the course design process? A post hoc approach: Write materials on undefined criteria Write cosmetic syllabus to satisfy sponsors, teachers, students etc.