Sheila tamizrad types of syllabus

Sheila tamizrad types of syllabus

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  Types of Syllabus Dr.G. A. Bakhshi By: Sh. Tamizrad Fall 2014
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  Content
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  Curriculum Vs. Syllabus •Curriculum: a broad statement of the philosophy, purposes, design, and implementation of the entire language teaching program • Syllabus: a specification and ordering of content of a course. Graves (1996)
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  Characteristics of asyllabus
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  Synthetic Vs. Analytic •Synthetic: language is segmented into discrete linguistic items for presentation one at a time. • Analytic: language is presented whole chunks at a time without linguistic control. (Long & Crookes, 1992)
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  Product-oriented Vs. Process-oriented •Product-oriented: emphasizes the product of language learning. (structural approach, situational approach, notional/functional approach)  Process-oriented: to enhance communicative skills, focuses on the specification of the learning task and activities that student will undertake. (procedural/task based approaches, learner-led syllabus, proportional approach)
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  ESP Language for specificpurposes is concerned first and foremost with conveying factual information—the referential function of language.
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  Referential Vs. Instrumental •Referential function of language: language used to convey facts and knowledge • Instrumental function of language: language used to get things done Halliday (1973)
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  Social Functions • Holmes(1998) • Linde (1988) • Pascal and Brown (2001)
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  Specifying course contentis value laden and reveals our notions of what language is and how language is learned. Hutchinson and Waters (1987)
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  General English LanguageCourses Syllabus Brown (1995) and Richards (1990) • Structural: organized primarily around grammar and sentence patterns. • Functional: organized around communicative functions, such as identifying, reporting, correcting, describing. • Notional: organized around conceptual categories, such as duration, quantity, location. • Topical : organized around themes or topics, such as health, food, clothing. • Situational: organized around speech settings and the transactions associated with them, such as shopping, at the bank, at the supermarket. • Skills: organized around microskills, such as listening for gist, listening for specific information, listening for inferences. • Task- or activity-based: organized around activities, such as drawing maps, following directions, following instructions.
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  EAP Flowerdew and Peacock(2001a) • Lexico-grammatical: organized around structures and vocabulary. • Functional-notional: organized around language functions and notions. • Discourse-based: organized around aspects of text cohesion and coherence. • Learning-centered: organized on what the learners have to do in order to learn language items and skills, not the items and skills themselves. • Skills-based: organized around particular skills. • Genre-based: organized around conventions and procedures in genres as units of analysis. • Content-based: organized around themes.
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  White (1988) identifiesthree options: • listing content (forms, situations, function, and topics), • skills (language or learning), • methods.
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  Task-based teaching Prahbu (1987) Task-basedteaching operates with the concept that, while the conscious mind is working out some of the meaning content, a subconscious part of the mind perceives, abstracts, or acquires (or recreates, as a cognitive structure) some of the linguistic structuring embodied in those entities, as a step in the development of an internal system of rules. (pp. 69–70)
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  ESP Vs. GeneralEnglish ESP: • Long and Crookes (1992): task-based syllabuses in ESP specify real world tasks. • Task in ESP they may be chosen for their relevance to real world events in the target environments. General English: • The precise definition of the tasks is not a primary concern. • Teaching tasks are chosen for the pedagogical value,
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  Narrow-angled Vs. Wide-angled •Dudley-Evans and St. John (1998): Where needs are limited, a narrow-angled course may be appropriate and the course can legitimately focus on a few target events and use content or topics from one discipline. • Where the needs are more general, the course can focus on a wider range of target events and use content and topics from a range of disciplines.
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  Specific Vs. Specifiable