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Syllabus: What Is A Syllabus?

A syllabus outlines goals for both teachers and learners by guiding the content to be taught and learned. It can focus on outcomes or process. There are different types of syllabi such as product-oriented, which emphasize what is learned, and process-oriented, which focus on classroom activities and tasks. Evaluation of a syllabus involves both formative assessment during instruction and summative assessment at the end to measure effectiveness and learner achievement. Evaluation criteria and methods can be qualitative or quantitative.

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108 views

Syllabus: What Is A Syllabus?

A syllabus outlines goals for both teachers and learners by guiding the content to be taught and learned. It can focus on outcomes or process. There are different types of syllabi such as product-oriented, which emphasize what is learned, and process-oriented, which focus on classroom activities and tasks. Evaluation of a syllabus involves both formative assessment during instruction and summative assessment at the end to measure effectiveness and learner achievement. Evaluation criteria and methods can be qualitative or quantitative.

Uploaded by

Nicol Villafuerte
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SYLLABUS

What is a Syllabus?
A syllabus is an expression of opinion on the nature of
language and learning; it acts as a guide for both
teacher and learner by providing some goals to be
attained.
Hutchinson and Waters (1987) define syllabus as follows:
“At its simplest level a syllabus can be described as a
statement of what is to be learnt. It reflects language
and linguistic performance”.
This is a rather traditional interpretation of syllabus
focusing on outcomes rather than process. However, a
syllabus can also be seen as a "summary of the content
to which learners will be exposed" (Yalden.1987)
Seen as an approximation of what
will be taught and that it cannot
accurately predict what will be
learnt. A language teaching syllabus
involves the integration of subject
matter and linguistic matter.
Types of Syllabus

Narrow syllabus basically identifies what


will be taught in classroom, the content of
language to be taught.
Broad syllabus identifies which
methodology to use as well as the
content of new language to be taught.
Syllabus is usually assessed and assessment
criteria is usually part of curriculum
 The terms "syllabus", "syllabus design" and "curriculum
design" have given rise to confusion in terms of their
definitions and use (Stern 1983) .
Curriculum is part of the discipline of educational studies.
In its broadest sense, it refers to the study of goals,
content, implementation and evaluation of an
educational system.
In its restricted sense, curriculum refers to a course of
study or the content of a particular course or
programme. It is in this narrower sense of curriculum that
the term "syllabus" is employed.
- According to Stern, "syllabus design" is just one phase in
a system of interrelated curriculum development
activities.
Basically, a syllabus can be seen as
"a plan of what is to be achieved
through our teaching and our
students' learning" (Breen, 1984) while
its function is "to specify what is to be
taught and in what order" (Prabhu,
1984)
MAJOR TYPES/APPROACHES OF
SYLLABI
 Two major types of syllabus.

1. Product oriented
2. Process oriented
• These two types have different sub types .Different
types of syllabus rarely occur independently. Almost all
currrent language teaching syllabi are combinations of
two or more of the types defined here. For a given
course, one type of syllabus usually dominates, while
other types of content may be combined with it.
Furthermore, all types of syllabi are not entirely distinct
from each other.
• Since there is no serious rationale behind the selection of only one of
the inventory item types necessary to be chosen as a unit of
organization,
It is possible to design a syllabus involving lessons of varying
orientation; for example, some including important functions, others
dealing with situations and topics, and yet others with notions and
structures. The underlying principle is that there should be flexibility to
change the central point of the teaching material as the course
unfolds. This will lead to a syllabus design which is flexible, less rigid and
more responsive to the various student language needs. such syllabus
is also called multi-dimensional syllabus.
• For example, the distinction between skill-based and task-based
syllabi may be minimal. In such cases, the distinguishing factor is often
the way in which the instructional content is used in the current
teaching procedure. The characteristics, differences, strengths, and
weaknesses of individual syllabi are defined as follows.
1.- Product-Oriented Syllabus

• Emphasizes the product of language


learning and is prone to approval from
an authority. There are three types of
syllabus described in the following:
-The Structural Syllabus
- The Situational Syllabus
- The Notional/Functional Syllabus
2. Process-Oriented Syllabus
 Developed as a result of a sense of failure in product-oriented
courses to enhance communicative language skills. Syllabus is a
process rather than a product. That is, focus is not on what the
student will have accomplished on completion of the program, but
on the specification of learning tasks and activities that s/he will
undertake during the course.
- Procedural/Task-Based Syllabus: This latest type focuses on and
emphasizes classroom activities that stimulate internal learning
processes. This syllabus type specifies the tasks, activities, and
problems engaged in the classroom which will be carried out in the
real world. Prabhu's (1979) 'Bangalore Project' is a classic example of
a procedural syllabus. Here, the question concerning 'what' becomes
subordinate to the question concerning 'how'.
-Learner-Led Syllabus: Here the emphasis lies on the learner,
who it is hoped will be involved in the implementation of the
syllabus design
-The Proportional Syllabus: Basically attempts to develop an
"overall competence”. It consists of a number of elements
within the main theme playing a linking role through the
units. This theme is designated by the learners. It is expected
initially that form will be of central value, but later, the focus
will turn towards interactional components
-Skill Based Syllabus: ESP: English for Specific Purposes • EAP:
English for Academic purposes • Skill: a specific way of using
language that combines structural and functional ability but
exists independently of specific settings or situations
-Content Based Syllabus: the teaching of content or
information in the language being learned with little
or nor direct explicit effort to teach the language.
-Cultural Syllabus: ”All of mankind have the same
needs, and that different groups will satisfy these
needs in different ways” (Seely), this gives a viewpoint
for studying culture.
-Lexical Syllabus: The proposed lexical syllabus is
actually based on a body of research into natural
language rather than other pedagogic grammars.
Syllabus Design
Concerns the selection of items to be learnt
and the grading of those items into an
appropriate context.

Types
1.Target-centered
2. Skills-centered
3. Learning-centered
Current trends of syllabus design

• The co-existence of the old and the new.


• The emphasis on learning process
• The inclusion of non-linguistic objectives in
syllabus
• The emergence of the multi-syllabus
EVALUATION
Evaluation is systemic determination of merit, worth
and significance of something or someone using
criteria against a set of standard.
(en.wikippedia.org/wiki/evaluation)
Evaluation is to draw; to assess; to compute an
expression (en.wikitionary.org/wiki/evaluation)
Evaluation is the process of making judgment based on
criteria and evidence. (www.sbctc.edu/College/e-
assessglossary)
Evaluation is the process of examining a subject
and rating it based on its important features. i.e.
criteria
Why to Evaluate?

Accountability
Validating our hypothesis
Comparison
Knowing Status
Knowing Needs
Planning further
PURPOSE …..
Why to evaluate?

Measures the effectiveness of the


instructor .
Measures the effectiveness of impact in
meeting objectives
Provide feedback to students
Provides students’ gratification and
motivation
Criteria

Certain standard on which


the achievements of a
learner is measured
Good Quality Criteria

Validity
Reliability
Reproducibility
Sensitive
Specific
VRRSS
Types of Evaluation
Quality of Evaluation
-Quantitative
-Qualitative

Time of Evaluation
-Formative
-Summative
.Pre-Post Evaluation
Quality of Evaluation
 Quantitative Evaluation
-Provides a quantifiable objective measure
-Expressed in proportions
Example:
How many students have got >60%?

 Qualitative Evaluation
-Communicate general expectations
-Expressed in grading
-Open to interpretation
Examples: What about his socio-economic status?
Time of Evaluation
Formative Evaluation
-Ongoing evaluation during an instructional period
-To know the perceptions of the students in comparison to
instructor
Summative Evaluation
-Conducted at the end course
-Purpose is to form a judgment about:
-Performance of student
-Effectiveness of an instructor
-Effectiveness of the course
Regularly scheduled at the end of academic terms.
Pre and post Evaluation
-Evaluate in the beginning to asses needs
-Evaluate in the end to assess outcome
-To assess degree of achievement of objectives
through pre-post evaluation.

Sources:
https://cyfar.org/different-types-evaluation
https://evaluateblog.wordpress.com/2013/06/01/types-of-
evaluation/
https://es.slideshare.net/arunaapkarunakaran/evaluation-
concepts-and-principles
Dr. Kusum Gaus (Asso. Professor PSM)

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