![Richards (2001)defines syllabus as,
“A specification of the content of a course of
instruction [which] lists what will be taught and
tested”
Definition:
According to Wilkins (1981),
"syllabuses are specification 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".
Yalden (1987, p. 87) also refers,
syllabus as a "summary of the content to which
learners will be exposed".](https://image.slidesharecdn.com/typesofsyllabus-221021140427-72fe5614/85/Types-of-Syllabus-3-320.jpg)
Types of Syllabus
- 1. Syllabus and Types of syllabus Asif Afridy Riadh Dept. of English Comilla University Bangladesh
- 2. What is a syllabus? 2
- 3. Richards (2001)defines syllabus as, “A specification of the content of a course of instruction [which] lists what will be taught and tested” Definition: According to Wilkins (1981), "syllabuses are specification 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". Yalden (1987, p. 87) also refers, syllabus as a "summary of the content to which learners will be exposed".
- 4. BASIS FOR COMPARISON SYLLABUS CURRICULUM Meaning Syllabus is the document that contains all the portion of the concepts covered in a subject. Curriculum is the overall content, taught in an educational system or a course. Set for A subject A course Nature Descriptive Prescriptive Scope Narrow Wide Set out Exam board Government or the administration of school, college or institute. Term For a fixed term, normally a year. Till the course lasts Differences between syllabus and curriculum
- 5. Outcomes and activities Teaching Strategy Product Process Synthetic Analytic
- 6. Nunan (1988) explains that, “the focus is on the knowledge and skills which learners should gain as a result of instruction (the product or the end)". ● It focuses on outcomes (what is learnt at the end of learning session) ● Focuses on things learnt at the end of a learning process. (things that are instructed by teachers/instructions) 1. Product oriented syllabus,
- 7. ❑ A process oriented syllabus focuses on the skills and processes involved in learning language. ❑ It focuses on the process of learning. ❑ Process oriented syllabuses are developed in a sense of enhance communicative language skills. 2. Process oriented syllabus,
- 8. ➢A synthetic language teaching strategy is one in which the different parts of language are taught separately and step-by-step so that acquisition is a process of gradual accumulation of the parts until the whole structure of the language has been built up(p.2). ➢The analytical syllabus is a semantic and meaning-based syllabus, which aims at developing the learners’ communicative competence. According to Wilkins (1976),
- 9. Product-oriented Process-oriented Grammatical syllabus Task-based syllabus Situational syllabus Procedural syllabus Lexical syllabus Content-based syllabus Notional-Functional syllabus The natural Approach syllabus Skill-based syllabus Types of Syllabus
- 10. Grammatical Syllabus Functional Notional Syllabus 1 6 Types of Syllabus Situational Syllabus Task-based Syllabus Content-based Syllabus 2 3 4 5 Skill-based Syllabus
- 12. Definition: “a list of grammatical items selected and graded in terms of simplicity and complexity.” (Nunan, 1988). Wilkins (1976:2) defined this kind of syllabus as synthetic. “Language rules are learned in a linear fashion and learners should demonstrate complete mastery of one rule before moving on to the next.” (Nunan, 2001). “Grammar is a liberating force” ( Cullen, 2008: 222)
- 13. ❑Students move from simpler to more complex structures ❑They may learn the structures more easily by this syllabus. 13 Content
- 14. Shortcomings of the structural/ grammatical syllabus: 1. Meaning of words are taught separately from context. They are taught in a list of isolated lexicon. 2. As grammar is taught in rules, there is no teaching of the way in which grammar is used in an utterance to express a social context. 3. Teaching grammar is overemphasized through drilling exercises. 4. Structural syllabus may make students feel bored or demotivated. Advantage of the structural/ grammatical syllabus: 1. Structures and vocabulary are the two most important elements of a language. Without good command of these sectors, no one can conceive of performing in a language successfully. 2. There is teaching facility as there are available materials, textbooks, etc. 3. Sequencing and selection is not so difficult as it is with semantic and functional syllabuses.
- 15. 2. Situational Syllabus “A syllabus in which the contents are organized according to situations in which certain language is likely to be employed.” (Richards, et al, 1985:260) The situational model will comprise units indicating specific situations, as 'At the Post Office’, 'Buying an Airline Ticket', or 'The Job Interview’. According to Johnson(2002) there are 3 types of situational syllabus differentiated by their informational and linguistic content. 1. Limbo 2. Concrete 3. Mythical
- 16. 16 ❑Dialogue: ❑Role plays: ❑DiPietro't scenarios: (in a particular dramatic situation). The situation is provided to the learner without dialogue or language, and the learners, usually in a group, write or prepare the language and perform the scenario. ❑Realistic language use: ❑Real language use: Different types of situations (cont.) are based on this syllabus:
- 17. 17 ➢giving personal information ➢ asking directions ➢shopping in a supermarket ➢ ordering a meal
- 18. 18 3. Functional notional Syllabus “Functions” may be described as the communicative for which we use language. While “Notions” are the conceptual meanings expressed through language. (objects, entities, state of affairs, logical relationships)
- 19. Therefore a notional functional syllabus is a kind of communicative syllabus who is organized units with the foundation of some functions like: ❑apologizing ❑arguing ❑persuading ❑thanking 19 apologizing arguing persuading thanking
- 20. 20 4. Skill-based Syllabus Skill based syllabus is organized around the different underlying abilities that are involved in using a language for purposes. Such as:
- 21. Reading skills ❑skimming and scanning Writing skills ❑writing specific topic sentences or writing memos, reports Speaking skills ❑giving instructions ❑personal information ❑asking for emergency help over the telephone Listening skills ❑getting specific information ❑listening to foreign radio for news ❑talking orders in a restaurant
- 22. Positive characteristics of Skill-based syllabus ❑ Skill-based content is most useful when learners need to master specific types of language uses. ❑ It is possible to predict at least what material that students really need. ❑ Relevance on student-felt needs or wants .
- 23. 5. Task-based Syllabus ... a piece of work undertaken for oneself or for others, freely or for some reward. (Long 1985: 89) What is Task? A Task is a piece of classroom work which involves learners in comprehending, manipulating, producing, or interacting in the target language which their attention is particularly focuses on meaning rather than form. (Nunan. 1989:10) What is Syllabus? Syllabus is refers to the selecting and grading of content. (Nunan. 1989: 14)
- 24. ❑Real-world or target task ❑Pedagogical tasks ❑Rehearsal task ❑Activation task ❑Enabling skills ❑Language exercise ❑Communication activity This type of syllabus is appropriate for both young and adult learners. So, task-based syllabuses are constructed with varieties of tasks as the basic blocks, focusing on using the target language in real world rather than drilling on the isolate grammatical items.
- 25. Tasks for Beginning learners ❑Beginners need short tasks that draw on information they already posses and call for more comprehension than production. ❑Beginners should not have to perform, for example, critical or evaluative tasks if they are not ready for them. Tasks for Advanced learners More advanced learners may be ready to handle tasks that: ❑Extend over several days or weeks ❑Call for a great deal of new or unknown information ❑Require complex processing such as evaluation, comparison, integration, and presentation.
- 26. Disadvantages ❑No guidance on how to combine the grammatical items with the communicative skills. ❑ No guidance provided on the selection of tasks and how tasks might be related to the real-world language needs of the learners ❑ Difficult to degree tasks ❑ Teacher-training courses Advantages and Disadvantages of Task-Based Syllabus Advantages ❑ Goals ❑ Input ❑ Activities ❑ Teacher role ❑ Learner role ❑ Settings
- 27. 6. Content-based Syllabus Content based syllabus is an effective syllabus that combines language and content learning together. (Reilly) ❑ This kind of syllabus focuses on a kind of instruction in which the primary purpose is to teach some content or information using the language that is student learning in this kind of syllabus. ❑ The subject matter is primary and the language incidentally through the content learning. This might be other subjects in a school curriculum such as science or social studies, or specialist subject matter relating to an academic or technical field such as mechanical engineering, medicine, or computing.
- 28. Characteristics It helps students to learn the language through the study of a series of relevant topics. It gives learners a lot of exposure to the language. Communicative language teaching. Students learn the language as a by-product of learning about real- world content.
- 29. Advantages ❑It allows the integration of the four skills and the use of authentic material ❑It motivates students since they are exposed to different and interesting topics. ❑It facilitates the comprehension of the language by studying different content which serves as the basis for teaching the language skills. Disadvantages ❑Teacher's lack of knowledge about the topic. ❑Limited time for students to achieve adequate academic level. ❑Little material available in the market to teach the different topics in the specific language. ❑Teachers need to learn how to integrate academic language and content better in their classrooms.
- 30. Thank You