Types Of Syllabus Design Series Editors Introduction
Helps set the tone for the course.There might also be connections made to core principles of the discipline and/or statements on how the learning objectives appeal to different levels/types of.Points of departure 2 2.1 Introduction 2.2 Basic orientations2.3 Learning purpose 2.4 Learning goals 2.5 ConclusionProduct-oriented syllabuses Introduction Analytic and synthetic syllabus planning Grammatical syllabuses Criticizing grammatical syllabuses Functional-notional syllabuses Criticizing functional-notional syllabuses Analytic syllabuses Conclusion4 Process-oriented syllabuses 4.1 Introduction 4.2 Procedural syllabuses 4.3 Task-based syllabuses4.4 Content syllabuses 4.5 The natural approach 4.6 Syllabus design and methodology 4.7 Grading tasks 4.8 Conclusion 5 5.1 5.2 5.3 5.4 5.5 5.6Objectives Introduction Types of objective Performance objectives in language teaching Criticizing performance objectives Process and product objectives ConclusionSection Two: Demonstrating syllabus design Needs and goals Introduction Needs analysis From needs to goals ConclusionSelecting and grading content Introduction Selecting grammatical components Selecting functional and notional components 7.4 Relating grammatical, functional, and notional components 7.5 Grading content 7.6 ConclusionSelecting and grading learning tasks Introduction Goals, objectives, and tasks Procedural syllabuses The natural approach Content-based syllabuses Levels of difficulty 8.7 Teaching grammar as process 8.8 ConclusionSelecting and grading objectives Introduction) Product-oriented objectives Process-oriented objectives ConclusionGeneral principles 10 10.1 Curriculum and syllabus models 10.2 Purposes and goals 10.3 Syllabus products 10.4 Experiential content 10.5 Tasks and activities 10.6Glossary Further reading Bibliography Index1.1 Introduction We will start by outlining the scope of syllabus design and relating it to the broader field of curriculum development. Cohen identify at least sixteen elements of a learner-centered syllabus: Establishes an early point of contact and connection between student and instructor. Of definition, then look at the growing literature on syllabus types.The author and series editors Introduction Section One: Defining syllabus design The scope of syllabus design Introduction A general curricnlum model Defining 'syllabus' The role of the classroom teacher 1.5 ConclusionIn The Course Syllabus: A Learning Centered Approach (2008, 2nd Ed.) Judith Grunert O’Brien, Barbara J. (p.21).It is not a simple matter to determine the contours of syllabus design for. The Synthetic Approach in Syllabus Design Syllabus types can be divided into two superordinate classes, synthetic and analytic Wilkins (cited in Allwright, 1997) defines synthetically-designed syllabus as one in which the different parts of language are taught separately and step by step so that the acquisition is a process of gradual accumulation of the parts until the whole structure of the language has been built.
Candl in (1984) suggests that curricula are concerned with making general statements about language learning, learning purpose and experience, evaluation, and the role relationships of teachers and learners. The present book is intended to provide teachers with the skills they need to address, in a systematic fashion, the problems and tasks which confront them in their programme planning. Language curriculum specialists have tended to focus on only part of the total picture — some specializing in syllabus design, others in methodolo rIai,gsecmntdynvluoy.hisrate fragmented approach has been criticized, and there have been calls for a more comprehensive approach to language curriculum design (see, for example, Breen and Candlin 1980 Richards 1984 Nunan 1985). In particular, there have been few attempts to apply, in any systematic fashion, principles of curriculum development to the planning, implementation, and evaluation of language programmes. It would, therefore, be as well to give some indication at the outset of what is meant here by syllabus, and also how syllabus design is related to curriculum development.As a preliminary activity, write a short definition of the terms 'syllabus' and 'curriculum'.In language teaching, there has been a comparative neglect of systematic curriculum development. Within the literature, there is some confusion over the terms 'syllabus' and 'curriculum'.
Yet another perspective relates to assessment and evaluation. Here we can observe the teaching/learning process and study the ways in which the intentions of the curriculum planners, which were developed during the planning phase, are translated into action. This second perspective takes us into the classroom itself.
All of these perspectives taken together represent the field of curriculum study. Filially, we might want to study the management of the teaching institution, looking at the resources available and how these are utilized, hose the institution relates to and responds to the wider community, how constraints imposed by limited resources and the decisions of administrators affect what happens in the classroom, and so on. We would also want to account for our findings, to make judgements about why some things had succeeded and others had failed, and perhaps to make recommendations about what changes might be made to improve things in the future. Additionally, we might want to find out whether they had learned anything which had not been planned.
There is also some disagreement about the nature of 'the syllabus'. For instance, in courses based on principles of communicative language teaching, it is important that these principles are reflected, not only in curriculum documents and syllabus plans, but also in classroom activities, patterns of classroom interaction, and in tests of communicative performance.1.3 Defining 'syllabus' There are several conflicting views on just what it is that distinguishes syllabus design from curriculum development. It is important that, in the planning, implementation, and evaluation of a given curriculum, all elements be integrated, so that decisions made at oneLevel are not in conflict with those made at another.
The broad and narrow views are both represented in the book, as you will see from the quotes.■ TASK 3 As you read the quotes, see whether you can identify which writers are advocating a broad approach and which a narrow approach. The following quotes have been taken from Brumfit (1984) which provides an excellent overview of the range and diversity of opinion on syllabus design. Those who adopt a broader qvuestionhrcpaw,guinth eadvof communicative language teaching the distinction between content and tasks is difficult to sustain. Syllabus design is seen as being concerned essentially with the selection and grading of content, while methodology is concerned with the selection of learning tasks and activities. The narrow view draws a clear distinction between syllabus design and methodology.
The former is concerned with the WHAT of curriculum: what the curriculum is like or should be like the latter is concerned with the WHO and HOW of establishing the curriculum. T.vhat in curriculum theory is often called curriculum processes, that is curriculum development, implementation, dissemination and evaluation. Between curriculum or syllabus, that is its content, structure, parts and organisation, and.
( Widclowson 1984: 26) 4 We might. It only becomes a threat to pedagogy when it is regarded as absolute rules for determining what is to be learned rather than points of reference from which bearings can be taken. The syllabus is simply a framework within which activities can be carried mit: a teaching device to facilitate learning.
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