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    Syllabus Design

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    Maria Bernadette Rubenecia
    The document presents an overview of different types of language syllabuses: 1) A grammatical syllabus organizes language structures in a linear sequence but does not represent the complexity of language acquisition. 2) Needs analysis techniques help identify learners' communicative needs to inform syllabus design. 3) Competency-based language teaching focuses on what learners can do after instruction rather than mastery of individual items. 4) Notional-functional and task-based syllabuses emphasize real-world language functions and tasks over direct presentation of language.

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    Syllabus Design

    Uploaded by

    Maria Bernadette Rubenecia
    79 views16 pages
    The document presents an overview of different types of language syllabuses: 1) A grammatical syllabus organizes language structures in a linear sequence but does not represent the complexity of language acquisition. 2) Needs analysis techniques help identify learners' communicative needs to inform syllabus design. 3) Competency-based language teaching focuses on what learners can do after instruction rather than mastery of individual items. 4) Notional-functional and task-based syllabuses emphasize real-world language functions and tasks over direct presentation of language.

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    The document presents an overview of different types of language syllabuses: 1) A grammatical syllabus organizes language structures in a linear sequence but does not represent the complexity of language acquisition. 2) Needs analysis techniques help identify learners' communicative needs to inform syllabus design. 3) Competency-based language teaching focuses on what learners can do after instruction rather than mastery of individual items. 4) Notional-functional and task-based syllabuses emphasize real-world language functions and tasks over direct presentation of language.

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    79 views16 pages

    Syllabus Design

    Uploaded by

    Maria Bernadette Rubenecia
    The document presents an overview of different types of language syllabuses: 1) A grammatical syllabus organizes language structures in a linear sequence but does not represent the complexity of language acquisition. 2) Needs analysis techniques help identify learners' communicative needs to inform syllabus design. 3) Competency-based language teaching focuses on what learners can do after instruction rather than mastery of individual items. 4) Notional-functional and task-based syllabuses emphasize real-world language functions and tasks over direct presentation of language.

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    of 16

    PRESENTED BY GROUP 3

    Abrajano, Jonathan
    Andaya, Jemelou
    Mondejar, Marianne
    Rayos del Sol, Stephanie
    Rubenecia, Ma. Bernadette
    Toledana, Jacqueline
    Vijar, Jenilyn
    - A very broad definition is that it
    includes all of the planned learning
    experiences of an educational system.

    Syllabus
    -is the document that contains
    all the portion of the concepts
    Covered in the subject.
    Grammatical Syllabuses
    - is based on the structures of a language.

    -it is also known as Structural Syllabus.


    -is the most common and traditional syllabus
    type.
    -it is a syllabus in which grammatical
    structures form the central organizing
    feature.
    evidence from the field
    of second language
    the linear sequencing
    acquisition showed
    entailed
    that learners did not
    In grammatical syllabuses
    necessarily acquire
    did not represent the
    language in the order
    complexity of language.
    specified bv the
    grammatical svllabus.
    The “Organic” Approach to Grammar

    - the traditional linear syllabus is the notion that


    learning is a process of mastering each item
    perfectly one at a time.

    -Language development is an organic process.

    -Learners do not acquire each item perfectly,


    one at a time, but numerous
    items imperfectly. all at once.
    Needs Analysis
    - set of techniques and procedures, known as
    needs analysis, to analyze the communicative
    needs of the learner.

    - was a crucial tool for those working in the


    areas of English for Specific Purposes
    (ESP) and English for Academic Purposes (EAP)

    “Communicative needs processor”, developed by


    Munby, helps the syllabus
    designers collect information about
    the learner.
    Two types of Needs according to Brindley:

    • Objective needs

    • Subjective needs

    Two types of Need Analyses

    • Objective needs analyses

    • Need-based course design


    Goal and Objective Setting

    Goals are broad, general purposes for


    learning a language.
    At the broadest level. Halliday (1985)
    argues that individuals use language

    • to obtain goods and services


    • to socialize with others, and
    • for entertainment and enjoyment.
    Objectives

    3 Elements of
    Formal Objectives

    Task element Conditions Element

    Standards element
    Competence –Based
    Language Teaching (CBLT)

    CBLT first
    emerged in the a major influence on
    syllabuses focuses on what
    United States in
    in particular sectors learners should be
    the 1970s of the able to do at the
    educational systems end of a course of
    instruction.
    The Standards Movement

    -The most recent manifestation of performance-


    based approaches to syllabus design, in the
    United States at least, is the standards movement.

    -in the United States at least, is the standards


    movement. Throughout the 1990s, there was a
    concerted push for national education
    standards.
    Notional-Functional Syllabus

    - Wilkins (1976), who argued for syllabuses based on


    notions and functions.

    - Notions are general conceptual meanings such


    as time, cause, and duration, while functions are
    the communicative purposes that are achieved
    Through language such as apologizing, advising,
    and expressing preferences.
    Content-based Syllabuses

    -Language is not presented directly, but is


    introduced via the content of other subjects.
    In school settings, this content is typically the
    regular subjects in the curriculum such as science,
    geography, and mathematics.

    -Learners acquire the target language in the


    course of doing other things.
    Content-based
    instruction

    Information Hands-on
    management Data gathering
    activities

    Critical Analysis and


    Thinking construction
    Task-based Syllabuses

    - Task-based syllabuses represent a particular


    realization of Communicative Language Teaching

    - A task-based syllabus is based on task-based


    learning, an approach where learners carry out
    tasks such as solving a problem or planning an
    activity.
    Types of Tasks

    Reproductive Creative
    Tasks Tasks

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