Grammar/Structural Syllabus

Grammar/Structural Syllabus

1. Synthetic approach to teaching because language acquisition is a gradual accumulation in small parts and it is the student's responsibility to re-synthesize. (Yalden, 1978:21)

2. Concept

   • Syllabus consisting of a list of selected and graded grammatical items in terms of simplicity and complexity (Nunan, 1988). The structures are usually presented by one, usually, but not always, in contrasting pairs, for example, present simple versus present simple past or singular nouns versus plural nouns (Long & Crookes, 1992).
   • Synthetic language strategy in which the different parts of the language are taught separately and step by step so that the acquisition is gradual by accumulating the parts until building the entire structure of the language. (Wilkins, 1976)

3. Traditional program based on a theory of language that assumes that the grammatical or structural aspects of language forms are the most basic or useful elements in language learning.

4. The skill arises from structural knowledge or skill.

5. It is based on the assumption that the rules of the language are learned in a linear way and until one rule is mastered, you can move on to the next. (Nunnan, 2001)

6. Formal grammar instruction works through explicit development knowledge of grammatical features. (Ellis 1993, 2003)

7. Help students:

   • Control their expressions before and after they occur.
   • Notice certain features at the entrance.
   • If learners know a particular feature, they are better equipped to detect the difference between what they themselves are saying and how the function is used in the input to which they are exposed.

8. According to Nunan, the staging and sequencing of the program is based on simplicity, regularity, frequency, contrastive difficulty, and its social and pedagogical utility.

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