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Types of Syllabuses

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9 views4 pages

Types of Syllabuses

Uploaded by

Zawanah Yamni
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Syllabus

Choices of syllabi can range from the more or less purely linguistic, where
the content of instruction is the grammatical and lexical forms of the
language, to the purely semantic or informational, where the content of
instruction is some skill or information and only incidentally the form of the
language.

A language teaching syllabus involves the integration of subject matter


(what to talk about) and linguistic matter (how to talk about it); that is, the
actual matter that makes up teaching.

Types of Syllabus

• Structural (formal) Syllabus


• Notional/ Functional Syllabus
• Situational Syllabus
• Skill-based Syllabus
• Task-based Syllabus
• Content Syllabus

1. Structural/ Formal Syllabus

The content of the language teaching is a collection of the forms and


structures, usually grammatical, of the language being taught. Example
includes nouns, verbs, adjectives, statements, questions, subordinate
clauses, and so on.

2. Notional/ Functional Syllabus


The content of the language teaching is a collection of the functions that
are performed when language is used, or of the notions that language is
used to express. Examples of functions include: informing, agreeing,
apologizing, requesting; examples of notions include size, age, colour,
comparison, time, and so on.
3. Situational Syllabus

The content of the language teaching is a collection of real and imaginary


situations in which language occur or is used. A situation usually involves
several participants who are engaged in some activity in specific setting.
The language occurring in the situation involves a number of functions,
combined into a plausible segment of discourse. The primary purpose of a
situational language teaching syllabus is to teach the language that occurs
in the situations. Examples: seeing the dentist, complaining to the landlord,
buying a book at the book store, meeting a new student, etc.

4. Skill-based Syllabus
The content of the language teaching is a collection of specific abilities that
may play a part in using language. Skills are things that people must be
able to do to be competent in a language, relatively independently of the
situation or setting in which the language use can occur. While situational
syllabi group functions together into specific settings of language use, skill-
based syllabi group linguistic competencies (pronunciation, vocabulary,
grammar, and discourse) together into generalized types of behavior, such
as listening to spoken language for the main idea, writing well-formed
paragraphs, giving effective oral presentations, and so on. The primary
pure of skill-based instructions is to learn the specific language skill.
5. Task-based Syllabus
The content of the teaching is a series of complex and purposeful tasks
that the students want to need to perform with the language they are
learning. The tasks are defined as activities with a purpose other than
language learning, but, as in a content-based syllabus, the performance of
the tasks is approached in a way that is intended to develop second
language ability. Language learning is subordinate to task performance,
and language teaching occurs only as the need arises during the
performance of a given task.

Tasks integrate language (and other) skills in specific settings of language


use. Task-based teaching differs from situation-based teaching in that while
situational teaching has the goal of teaching the specific language content
that occurs in the situation (a predefined product), task-based teaching has
the goal of teaching students to draw on resources to complete some piece
of work (a process). The students draw on a variety of language forms,
functions, and skills, often in an individual and unpredictable way, in
completing the tasks. Task that can be used for language learning are,
generally, tasks that the learners actually have to perform in any case.
Examples include: applying for a job, talking with a social worker, getting
housing information over the telephone, etc.

6. Content-based Syllabus
The primary purpose of instruction is to teach some content or information
using the language that the students are also learning. The students are
simultaneously language students and the students of whatever content is
being taught. The subject matter is primary, and language learning occurs
incidentally to the content learning.
The content teaching is not organized around the language teaching, but
vice-versa. Content-based language teaching is concerned with
information, while task-based language teaching is concerned with
communicative and cognitive processes. An example of the content-based
language teaching is a science class taught in the language the students
need or want to learn, possibly with linguistic adjustment to make the
science more comprehensible.

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