ESP Course Design Curriculum Vs Syllabus (University of Setif2)

MLD University -Setif 2-
Faculty of Letters and Language

Department of
English language and literature
Module: English for Specific Purposes
Level: Master I/Semester II
Chapter: ESP Course Design

Section I: Curriculum Vs Syllabus
Lecturer: Mrs. Somia BOUDINAR
Curriculum Vs Syllabus
• Allen (1984, in Nunan 1988, p.6) defines curriculum as “a very general
concept which involves consideration of the whole complex of
philosophical, social and administrative factors which contribute to the
planning of an educational program.”
• Dubin and Olshtain (1991, pp.34-35) argue that “a curriculum contains a

broad description of general goals by indicating an overall educational
cultural philosophy which applies across subjects together with a
theoretical orientation to language and language learning with respect to
the subject matter at hand.”
• Syllabi are the specification of what is to be included in a language course;
they act as a guide for both teacher and learner by providing the goals to
be attained.
• Hutchinson and Waters (1987, p.80) define “syllabus” as “a document which

says what will (or at least what should) be learnt.”
• For Robinson (1991, p.34), it is “a plan of work and is thus essentially for
the teacher, as a guideline and context of class content”.
These statements indicate that the syllabus first concerns the teacher, and that it
helps her/him plan courses.
• Nunan (1988, p. 8) explains that ““Curriculum” is concerned with the
planning, implementation, evaluation, management and administration of
education programmes, [whereas] “Syllabus”, on the other hand focuses
more narrowly on the selection and grading of content.”
• Dubin & Olshtain (1991: 35) also try to clarify the difference between the two
terms arguing that: “a single curriculum can be the basis for developing a
variety of specific syllabuses which are concerned with locally defined
audiences, particular needs, and intermediate objectives.”
(a) Syllabus is a part of curriculum. (b) Curriculum is a complete teaching process.
• The kind of knowledge imparted:
(a) Syllabus is a theoretical aspect. (b) Curriculum is a wider aspect.
• Who prepares it:
(a) Teachers prepare syllabus. (b) Educationists prepare curriculum.
• Emphasis on which aspect:
(a) Syllabus is related to cognitive aspect. (b) Curriculum is related to balances and harmonious development
of the child.
• Various activities performed:
(a) Syllabus is related to content. (b) Curriculum is related to cognitive, conative and affective level.
we can draw a conclusion that syllabus design is a part of course development, and a course is part of a
curriculum (Graves, 1996: 3).
Characteristics of a Syllabus
Bastukmen (2006, p.21), on the other hand, affords a perspective on syllabus through a set of
attributes:
• 1- Consists of a comprehensive list of - content items (words, structures, topics) - process
items (tasks, methods)
• 2- Is ordered (easier, more essential items first)
• 3- Has explicit objectives (usually expressed in the introduction)
• 4- Is a public document
• 5- May indicate a time schedule
• 6- May indicate preferred methodology or approach
• 7- May recommend materials
WHY SHOULD WE HAVE A SYLLABUS?
• It gives moral support to the teacher and learner, in that it makes the language
learning task appear manageable.
• A syllabus, then, tells the teacher and student not only WHAT is to be learnt,
but, implicitly, WHY it is to be learnt
• It provides a set of criteria for materials selection and/or writing.
• A syllabus is one way in which standardization is achieved.
• Teaching is intended to lead a learner to a particular state of knowledge; a
syllabus, therefore, provides a visible basis for testing
ESP SYLLABI
Robinson (1991, p. 35) argues that one major issue in ESP is “the
relationship in any syllabus of language, pedagogy and content (that is, the
students’ specialist area)”.
According to Basturkmen (2006, p.21) syllabuses can be ‘synthetic’ in

which the “ language is segmented into discrete linguistic items for
presentation one at a time”, or ‘analytic’ wherein “language is presented
whole chunks at a time without linguistic control”.
• The figure shows that the ‘Synthetic’ syllabus includes the classical
approaches to syllabuses as the grammatical, the lexical, the
functional-notional, the situational and topical ones.
• The ‘Analytic’ one consists of the task-based, the learner centered
and content-based syllabi which are considered as modern approaches in
language teaching methodologies.
• Each one of them is based on a specific conceptual teaching
ideology and not all of them received popular status, accordingly
the researcher will deal only with the most known and largely used.
Synthetic Syllabi
• The synthetic syllabi “rely on learners (assumed) ability to learn a language

in parts independently of one another, and also to integrate, or synthesise the
pieces when the time comes to use them for communicative purposes” ( Long &
Crookes 1993, p.12).
the teaching/learning process is based on providing the different language

forms and structures separately.
In this type of syllabus, acquisition is a process of gradual accumulation

of independently taught parts, building up to the whole structure of the
language.
Analytic Syllabi
• The analytic syllabi “rely on the learners’ ability to induce and infer
language rules, as well as on innate knowledge of linguistic universals”
(Long & Crookes, 1993, p.11).
• So, analytic syllabi are based on learners’ personal capacities and aptitudes to
produce the different grammatical structures and forms.
• Analytic syllabuses represent the L2, without linguistic interference or
control, and rely on the learner’s ability to induce and infer language
rules, aswell as on innate knowledge of linguistic universals.
Conclusion
Designing an ESP syllabus is not an easy task to perform
because of its significant and complex role. However, it obviously
satisfies a lot of needs since it has a multi-functional purpose. Thus,
syllabus designers need to be aware of the different functions the
syllabus fulfils so that it can be designed and used most appropriately. In
ESP, the nature of the content is extracted from real life situations in
which the syllabus designers have to select the most relevant language
discourses that will supply for learners target requirements.

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MLD University -Setif 2-

Faculty of Letters and Language

Chapter: ESP Course Design

• Dubin and Olshtain (1991, pp.34-35) argue that “a curriculum contains a

• Hutchinson and Waters (1987, p.80) define “syllabus” as “a document which

According to Basturkmen (2006, p.21) syllabuses can be ‘synthetic’ in

• The synthetic syllabi “rely on learners (assumed) ability to learn a language

the teaching/learning process is based on providing the different language

In this type of syllabus, acquisition is a process of gradual accumulation

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