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1.3 Activity. Grammar/Structural, Situational, Skill-based, Task-Based and…
1.3 Activity. Grammar/Structural, Situational, Skill-based, Task-Based and Content-Based Curricula/Syllabi
GRAMMAR STRUCTURAL SYLLABUS/ THE STUDENTS
Learners are exposed to these structures step by step
It is expected that students will enhance their grammar collection by memorizing different grammar rules.
Learners learn grammatical structures, rather than their use in communication.
Inability to transfer learning to real communication.
It is still the most common type of syllabus in published materials, mostly because it is the easiest type of syllabus to sequence.
DEFINITION
It is designed when the purpose is to teach the systematic development of grammatical structures.
It covers nouns, verbs, adjectives, statements, questions, complex sentences, subordinate clauses, past tense and other aspects of language form such as pronunciation or morphology
Structural syllabi has most been associated with Grammar Translation Method, Audiolingualism, Silent Way.
CHARACTERISTICS
The syllabus input is selected and graded according to grammatical notions of simplicity and complexity.
This type of syllabus maintains that it is easier for students to learn a language if they are exposed to one part of the grammatical system at a time.
The key features of structural syllabus is synthetic (requires analysis of language/ content i.e. word frequency, grammatical analysis, and discourse analysis.
The learners’ acquisition on the language is gradually the accumulation of parts until the whole structure
CONTENT
A list of linguistic structures (noun, verb, pronoun, adjective, singular, plural, present tense, past tense and so on)
A list of words, that is, the lexicon to be taught (singular plural markings, the forms marking the tense system of the language, and special morphology such as determiners and articles, prepositions, and so on)
VOCABULARY
Selection and sequencing of vocabulary in a structural syllabus are done with the help of the criteria mentioned by Michael West (1953):
a) Frequency: The number of times the word appears in our use of language.
b) Range: The number of texts / areas in which the item is found.
c) Availability: Most appropriate and necessary for certain situations.
d) Familiarity: Most familiar words.
e) Coverage: The degree to which a word covers other words.
f) Learnability: Easily learnable. Krahnke (1987) claimed that there is no ultimate way to solve the sequencing problem. Even if it exists, it is lack of empirical evidence
EXAMPLE
Understanding and Using English Grammar
Chapter 1 Verb Tense
1-1 The simple tenses
1-2 The progressive tenses
1-3 The perfect tense
1-4 The perfect progressive tense
1-5 Summary chart of verb tenses
1-6 Spelling of –ing and –ed forms
Chapter 2 Modal Auxiliaries and similar expressions…
Chapter 3 The Passive …
Chapter 4 Gerunds and Infinitive …