Theme Two: Types of Language Syllabus

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Theme TwoTypes of Language Syllabus

• Shen Chen
• School of Education
• The University of Newcastle

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Characteristics of A Syllabus

• Consists of a comprehensive list of
• Content items (words, structure, topics).
• Process items (tasks, methods).
• Is ordered (easier, more essential items first).
• Has explicit objectives (usually expressed in the
  introduction).
• Is a public document.
• May indicate a time schedule.
• May indicate a preferred methodology or approach.
• May recommend materials.
• Cambridge University Press 1995

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Types of Syllabuses

• Grammatical
• Lexical (Willis, 1990)
• Grammatical-lexical
• Situational
• Topic-based
• Notional (Wilkins, 1976)
• Functional-notional (Van Ek, 1990)
• Mixed or multi-strand
• Procedural (Prabhu, 1987)
• Process (Candlin, 1984 Clarke, 1991)
• Ur, 1996178-179

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Clarifying the definitions

• Syllabus is often used to refer to the
  subject-matter content of a given course or a
  series of courses (first, second, third semesters
  or years).
• The term curriculum also refers to course
  content, but it incorporates goal statements for
  different language skills areas (listening,
  reading, speaking and writing) and learning
  outcomes for a prescribed sequence of
  instruction.
• Ramirez, 199585

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Structural Syllabi

• Grammar-based views of language have resulted in
  structural syllabi organized principally around
  sentence patterns and grammatical features.
• Ramirez, 199585

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Communicative-based Syllabi

• Communicative-based syllabi have organized and
  sequenced instructional content around such
  language functions as identifying, reporting,
  requesting and apologizing.
• Ramirez, 199585

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Proficiency-based Curriculum

• A Proficiency-based curriculum presents language
  content in relation to linguistic levels (novice,
  intermediate, advanced and superior levels)
  according to language functions, content and
  accuracy.
• Ramirez, 199585

8
Task-based Curriculum

• A task-based curriculum organized language
  content on the basis of learner activities such
  as using the telephone, reading for information,
  answering inquiries and following instructions.
• Ramirez, 199585

9
Situational-based Syllabi

• Situational-based frameworks sequence language
  content around social settings and the activities
  associated with these settings, such as shopping
  at a supermarket, eating at a restaurant or
  friends home and visiting a hospital due to an
  emergency.
• Ramirez, 199585

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Tutorial questions

• What are the advantages and disadvantages of
  these different types of syllabi?
• In designing your own syllabus, what kind of
  elements you should take into consideration?