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Assignment Syllabus From Prof Konder

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Nur islamiyah
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38 views

Assignment Syllabus From Prof Konder

Uploaded by

Nur islamiyah
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Explain and Provide examples of:

1. Product Oriented Syllabus.


A product-oriented syllabus is an instructional approach that focuses on the desired outcomes
or products of learning. It places emphasis on specific knowledge, skills, or competencies that
students are expected to acquire by the end of a course or program. Product-oriented syllabi,
also called synthetic syllabi, are shaped based on synthetic language teaching and learning
approaches. The focus is on what is to be learned, and language blocks are taught separately
and progressively (Benbella, 2019). Since the main focus of the product syllabus is on what
language learners learn as a result of teaching (Nunan, 2005), it assists learners in gaining
knowledge and skills out of instruction. Nation and Macalister (2010) mentioned that
productoriented syllabi develop learners’ knowledge of production skills, collaborative
learning, and interpersonal skills. There are five types of product syllabi; namely, structural,
situational, lexical, notional/functional, and topic-based syllabi. Each is presented below.
Here are a few examples:
 In a programming course, the syllabus might be product-oriented and focus on
developing a functional software application as the end goal. The course would cover
topics like programming languages, algorithms, and software development
methodologies, with the primary objective of producing a fully working application
by the end of the course.
 In a language course, the syllabus might be product-oriented and aim to develop the
ability to hold a conversation in the target language. The syllabus would include
topics like vocabulary, grammar, and speaking exercises, with the goal of enabling
students to engage in meaningful conversations in the target language.

2. Process Oriented Syllabus


A process-oriented syllabus is an instructional approach that places emphasis on the learning
process itself rather than specific outcomes or products. It focuses on developing students'
abilities, strategies, and critical thinking skills. Nunan (1899) states, “in the process-oriented
syllabi, however, the focus shifts from the outcomes of instruction, i.e., the knowledge and
skills to be gained by the learner, to the processes through which knowledge and skills might
be gained” (p. 40). Process-oriented syllabi prioritize meaning and develop learners’
communicative competence instead of just acquiring isolated structural forms (Benbellal,
2019). Besides, learners are required to use their analytical skills and capabilities to
synthesize the rules and convert the input they receive into intake rather than being exposed to
the explicit explanations of the rules of language (Long & Crookes, 1991; Saraswati, 2004).
Besides being based on what learners need, these syllabi view language learning as a
communicative interaction where teachers and learners share responsibility in decision
making and selecting the instructional content. What follows are different kinds of process-
based syllabi, namely task-based syllabus, which is of two sub-categories: procedural syllabus
and skill-based syllabus, content-based syllabus, relational syllabus, communicative syllabus,
negotiated syllabus, and genre-based syllabus.Here are a couple of examples:
 In a writing course, the syllabus might be process-oriented and emphasize the steps
involved in the writing process. The course would cover topics such as brainstorming,
outlining, drafting, revising, and editing. The primary focus would be on developing
students' writing skills and their ability to engage in the writing process effectively.
 In a science course, the syllabus might be process-oriented and emphasize the
scientific method and inquiry-based learning. The course would include activities like
formulating hypotheses, conducting experiments, analysing data, and drawing
conclusions. The primary goal would be to develop students' scientific thinking and
problem-solving skills.
3. Content Based Syllabus
A content-based syllabus is an instructional approach that organizes the curriculum around
specific content areas or subject matter. The content-based syllabus (CBS) focuses on
presenting content with secondary attention to language (Jalilzadeh & Tahmasebi, 2014). The
theory of language in content-based syllabus includes all dimensions of communicative
competence, namely a structural component (grammatical competence), sociolinguistic and
discourse competence, and strategic competence. Here are a few examples:
 In a history course, the syllabus might be content-based and cover specific historical
events, periods, or civilizations. The syllabus would include topics like ancient
civilizations, world wars, or the Renaissance, with the aim of providing students with
a comprehensive understanding of historical events and their significance.
 In a biology course, the syllabus might be content-based and cover various biological
topics such as cell structure, genetics, or ecosystems. The syllabus would include
specific content areas within biology, with the goal of building students' knowledge
and understanding of biological concepts.
Content-based syllabus was discussed in two references, Nunan (1988) and Porter (2000).
Nunan placed content-based syllabus as a part of process-based syllabus. He thought that the
best work being done in the area focuses on process rather than product. Meanwhile, Porter
included content-based syllabus as a part of Language-based syllabus and categorized them as
posteriori syllabus. She explained that subject matter such as mathematics, psychology,
literature, or science, or a set of topics within such content, is selected as the basis of the
syllabus. The example of this syllabus is the syllabus of ESP course. The focus of the learning
on ESP is solely the content of the field, without regarding the sequence of linguistics units,
either structures or functions. From these two sources, Porter provide a clearer explanation
and description of content based syllabus compared to Nunan. She doesn’t only give a
concept of content-based syllabus but also the real implementation of the syllabus as we can
find on ESP

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