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SELECTING A SYLLABUS FRAMEWORK - Coggle Diagram
SELECTING A SYLLABUS FRAMEWORK
Syllabus should be:
Situational
Topical
Functional
Task-Based
In choosing, planners are influenced by:
Knowledge and beliefs about the subject area
Common practice
Trends
Kind of syllabus
Grammatical Syllabus
One that is organized around grammatical items
In developing this, the syllabus planner seeks to solve following problems:
To select sufficient patterns to support the amount of teaching time available
To arrange items into a sequence that facilitates learning
To identify a productive range of grammatical items that will allow for the development of basic communicative skills
Criticized in some ground:
Represent only a partial dimension of language proficiency
Don't reflect the acquisition sequences seen in naturalistic second language acquisition
Focus on the sentence rather than on longer units of discourse
Focus on form rather than meaning
Don't address communicative skills
Example:
Grammatical Syllabus
Lexical Syllabus
One that identifies a target vocabulary to be taught normally arranged according to levels such as the first 500, 1.000, 1.500, 2.000 words
Typical vocabulary targets for a general English course are:
Elementary level: 1.000 words
Intermediate level: 2.000 words
Upper intermediate level: an additional 2.000 words
Advance level: an additional 2.000 words
Example:
Lexical Syllabus
Functional Syllabus
One that organized around communicative function such as: requesting, complaining, suggesting, agreeing
Grouped into following categories:
Imparting and seeking factual information
Expressing and finding out attitudes
Deciding on courses of action
Socializing
Structuring discourse
Communication repair
Example:
Functional Syllabus
Situational Syllabus
One that is organized around the language needed for different situations such as at the airport or at hotel
Criticized in some grounds:
Little is known about the language used in different situations, so selection of teaching items is typically based on intuition
Language used in specific situations may not transfer to other situations
Grammar is dealt with incidentally, so a situational syllabus may result in gaps in a student's grammatical knowledge
Often lead to a phrase-book approach
Example:
Situational Syllabus
Topical Syllabus
One that is organized around themes, topics, or other units of content
Provided some advantages:
Facilitated comprehension
Makes linguistic form more meaningful
Serves as the best basis for teaching the skill areas
Address students' needs
Motivate learners
Allow for integration of the four skills
Allow for use of authentic materials
Example:
Topical Syllabus
Competency-Based Syllabus
One based on a specification of the competencies learners are expected to master in relation to specific situations and activities
Example:
Competency-Based Syllabus
Skill Syllabus
One that organized around the different underlying abilities that are involved in using a language for purposes such as reading, writing, speaking, and listening.
Criticized in some grounds:
There is no serious basis for determining skills
Focus on discrete aspects of performance rather than on developing more global and integrated communicative abilities
Example:
Skill Syllabus
Task-Based Syllabus
One that is organized around tasks that students will complete in the target language
Example:
Task-Based Syllabus
Text-Based Syllabus
One that is built around texts and samples of extended discourse
5 part cycle is proposed that involves:
Building the context for the text
Modeling and deconstructing the text
Joint construction of the text
Independent construction of the text
Linking related the text
Example:
Text-Based Syllabus
An Integrated Syllabus
Decisions about a suitable syllabus framework for a course reflect different priorities in teaching rather than absolute choices
Example:
Integrated Syllabus