Syllabus Design

Syllabus Design

1. Product Based Syllabus

   • • aka Synthetic Approach • emphasize product of language learning • prone to authority intervention
     • Structural Approach
       • • Most frequent syllabus (grammatical Syllabus) • Selection and grading is based on complexity of grammatical items • Learner must master the structural step and add to their grammar collection
         • • ties connecting the structural items are feeble • focus on only one aspect of language-grammar • divergence between written and spoken grammar which raise implications on grading
         • Disadvantages
     • Situational Approach
       • • Learning is according to situational needs not based on grammatical unit • Includes list of daily situations outside the classrooms • Structural theory is linked with situational theory so students can induce meaning to the relevant context. • Heightens motivation because it is learner-centered
         • Disadvantages
           • limited for students whose needs were not encompassed by the situations in the syllabus
     • Notional-Functional Approach
       • • communicative purpose and conceptual meaning of language i.e. notions and functions, • needs analysis is done to analyse the various types of communication in which the learner has to confront
         • Disadvantages
           • • New list has replaced the old one • Difficulties of selecting and grading function and form • Difficulty of deciding which function is harder than the other

2. Process Based Syllabus

   • • aka Analytical Approach • to enhance communicative language skills • the specification of learning tasks and activities that s/he will undertake during the course.
     • Task Based Approaches
       • • focus shift to pedagogy • programs are arranged around task in hope learners will learn while fulfilling the task. • Tasks and activities are used to encourage learners to use the language • Task are relevant to real world language needs of students.
     • Learner-Led Syllabus
       • • Based on how learners learn • Learner is hoped to be involved in implementation of the syllabus • By being aware of the course they are studying their interest and motivation will increase
         • Disadvantages
           • • Radical and utopian as it is difficult to track the direction of the syllabus. • Without main course book the lack of aims may come about.
     • Proportional Approach
       • • attempts to develop an "overall competence" • consists of a number of elements with themes that are designated by learners in the units • it is focused on form initially, but then move to interactional component • flexibility and spiral method of language sequencing leading to the recycling of language, seems relevant for learners who lack exposure to the target language beyond the classroom

3. Syllabus Design and Evaluation

   • Do you want a product or process oriented syllabus? Will the course be teacher or learner led? What are the goals of the programs and the needs of the students?
   • complete syllabus specification will include all five aspects : structure, function, situation, topic, skills