Defining Syllabus Desing

Defining Syllabus Desing

1. Product-oriented Syllabuses

   • Functional - Notional syllabuses
     • Functions may be described as the communicative purposes for which we use language, while notions are the conceptual meanings expressed through language.
   • Product syllabuses are those in which the focus is on the knowledge and skills which learners should gain as a result of instruction.
   • Analytic syllabuses
     • Learners are exposed to language which has not been linguistically graded, are more likely to result from the use of experiential rather than linguistic content as the starting point for syllabus design. Such content might be defined in terms of situations, topics, themes or other academic or school subjects.
   • Analytic and synthetic syllabuses planning
     • A synthetic language teaching strategy is one in which the different parts of language are taught separately and step so that acquisition is a process of gradual accumulation of parts until the whole structure of language has been built up. Analytic syllabuses are organized in terms of the purposes for which people are learning language and the kinds of language performance that are learning language and the kind of language performance that are necessary to meet those purposes.
   • Grammatical syllabuses
     • The most common syllabus type was one in which syllabus input is selected and grade according to grammatical notions of simplicity and complexity. The most ridig grammatical syllabuses supposedly introduced one iem at a time and required mastery of that item before moving on to the next.

2. Process-oriented Syllabuses

   • The planning, implementation, and evaluation of the curriculum should be seen as an integrated set of processes. If such a view is adopted, it becomes unnecessary to think in the terms either of a productoriented or a process-oriented approach.
   • Content syllabuses
     • The content syllabus is yet another realization of the analytic approach to syllabus design. It differs from task-based syllabuses in that experiential content, which provides the point of departure for the syllabus is usually derived from some fairly well-defined subject area- They facilitate learning not merely through language but with language; develops a knowledge framework which can be used for organizing knowledge and learning activities.
   • Task-based syllabuses
     • Task is a piece of work undertaken for oneself or for others, freely or for some reward. The task-based syllabus needs analysis to obtain an inventory of target tasks, and classify the target tasks into task types.
   • Procedural syllabuses
     • Procedural syllabus share a the concern with the classroom processes which stimulate learning. The syllabus consists of the specification of the tasks and activities that learners will engage in class.