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Types of Syllabuses Syllabi - Coggle Diagram

- - - - Often, this syllabus is built around certain topics and themes, such as: Travel, drigs, religious Persuasion, advertising, modern architecture, sport as so on
  - - - Linguistic underpinning of this syllanus is that language is always used in context, never in isolation
        
        Ur (2000) defines a situational syllabus as "A syllabus in which the contents are organized acoording to situations in which certain language is likely to be employed"
    - - 3. Mythical
        
        Situations depend on a fictional cast of characters in a fictional place
      - 2. Concrete
        
        Situations are enacted to specific settings and the language associated with it
      - 1. Limbo
        
        Specific setting of the situation is of little or no importance. What is important is the particular language focus involved
  - - - Most of the information of notional syllabus is based on his book "The Notional Syllabus Revisited" (1981)
        
        Notions are meaning elements that may be expressed through nouns, pronouns, verbs, prepositions, conjuctions, adjectives or adverbs. Notions are general concepts such as, "time, space, cause and effect" (Finocchiaro & Brumfit, 1983, cited in Brown, 2000)
    - - The Notional Syllabus has as its focus the semantic content of the target language
    - - Grammatical structures are taught as a means of carrying out communicative functions
  - - - The Structural Syllabus is based on a theory of language which assumes that the grammatical or structural aspects of language forms are the most basic or usuful items in learning languages
        
        This syllabus embraces a theory of learning which holds that functional ability arises from structural knowledge or ability
        
        Structural Syllabus is based on the assumption that language rules are learned in a liner fashion and learners should demonstrate complete mastery of rule before moving on the next
    - - Meaning of words are taught separately from context. They are taught in a list of isolated lexicon
        
        As grammar is taught in rules, there is no teaching of the way in which grammar is used in an utterance to express a social context
        
        Teaching grammar is overemphasized through drilling exercises
        
        Structural syllabus may make students feel bored or demotivated
- - - - When teaching techniques are adjusted so that students comprehended the content material as it is presented in the new language, both content and language acquisition do occur
        
        The theory of language assumed by content-based syllabus embraces the full range of communicative competence, including a structural component (grammatical competence), sociolinguistic and discourse competence (especially in school settings) and strategic competence
        
        Content-based syllabus does not clearly distinguish form and function in teaching language but makes the language available in the contents of its functions and meanings (Brown, 2000)
  - - - A relational syllabus, like grammatical and notional/functional syllabuses, would seem only to account for certain parts of the total linguistic system
  - - - It is centered around communication (meaning, convention, appropriacy, interaction and structure)
  - - - Some of task-based syllabus proponents is Willis (1996)
        
        Skehan (1996) defines a task as an "activity in which: i) meaning is primary; ii) there is a sort of relationship to the real world; iii) task complention has some priority
        
        According to Prabhu (1992), "a task is an activity which required learners to arrive at an outcome, from given information through some process of thought, and which allowed teachers to control and regulate the process"
        
        Nunan (1988) suggested that a sylabus might specify two types of tasks: real-world tasks or communication tasks such as using the telephone and Pedagogical tasks like information-gap task
    - - 2. Process Syllabus
        
        A Process Syllabus addresses the overall question: "Who does what with whom, on what subject-matter, with what resources, when, how, and for what learning purpose(s)?" (Breen, 1997)
      - 3. Skill-Based Syllabus
        
        The term "skill" in language teaching is used as a specific way of using language that combines structural and functional ability but exists independently of specific settings or situations
        
        Examples are reading skills such as skimming and scanning; writing skills such as writing topic sentences or writing memos, reports; speaking skills of giving instructions, personal information, asking for emergency help over the telephone; and listening skills such as getting specific information, listening to foreign radio for news, talking orders in a restaurant and so on
      - 1. Procedural Syllabus
        
        The Procedural Syllabus is associated with Prabhu, Ramani and others at the Regional Institute of English in Bangalore, India. Prabhu was dissatisfied with the Structural-Oral-Situational method which had been developed and was generally in use in the 1960s, so he evolved an approach based on the principle that the learning of form is best carried out when attention is given to meaning
        
        Task-based syllabus is designed with the concept that some subconscious part of the mind perceives, abstracts or acquires some of the linguistic structuring embodied in those entities, as a step in the development of an internal system of rules
        
        Opinion-gap, and later, information-gap and reasoning-gap activities were favored in the Task-based Syllabus