sheila tamizrad types of syllabus
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Types of SyllabusDr. G. A. BakhshiBy: Sh. Tamizrad
Fall 2014
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Content
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Curriculum Vs. Syllabus
• Curriculum: a broad statement of the philosophy, purposes, design, and implementation of the entire language teaching program
• Syllabus: a specification and ordering of content of a course.
Graves (1996)
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Characteristics of a syllabus
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Synthetic Vs. Analytic
• Synthetic: language is segmented into discrete linguistic items for presentation one at a time.
• Analytic: language is presented whole chunks at a time without linguistic control.
(Long & Crookes, 1992)
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Product-oriented Vs. Process-oriented
• Product-oriented: emphasizes the product of language learning. (structural approach, situational approach,
notional/functional approach)
Process-oriented: to enhance communicative skills, focuses on the specification of the learning task and activities that student will undertake. (procedural/task based approaches, learner-led syllabus, proportional
approach)
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ESP
Language for specific purposes is concerned first and foremost with conveying factual information—the referential function of language.
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Referential Vs. Instrumental
• Referential function of language: language used
to convey facts and knowledge
• Instrumental function of language: language used to get things done
Halliday (1973)
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Social Functions
• Holmes (1998)
• Linde (1988)
• Pascal and Brown (2001)
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Specifying course content is value laden and
reveals our notions of what language is and
how language is learned.
Hutchinson and Waters (1987)
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General English Language Courses SyllabusBrown (1995) and Richards (1990)
• Structural: organized primarily around grammar and sentence patterns.
• Functional: organized around communicative functions, such as identifying,
reporting, correcting, describing.
• Notional: organized around conceptual categories, such as duration, quantity,
location.
• Topical : organized around themes or topics, such as health, food, clothing.
• Situational: organized around speech settings and the transactions associated
with them, such as shopping, at the bank, at the supermarket.
• Skills: organized around microskills, such as listening for gist, listening for specific
information, listening for inferences.
• Task- or activity-based: organized around activities, such as drawing
maps, following directions, following instructions.
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EAPFlowerdew and Peacock (2001a)
• Lexico-grammatical: organized around structures and vocabulary.
• Functional-notional: organized around language functions and
notions.
• Discourse-based: organized around aspects of text cohesion and
coherence.
• Learning-centered: organized on what the learners have to do in
order to learn language items and skills, not the items and skills themselves.
• Skills-based: organized around particular skills.
• Genre-based: organized around conventions and procedures in genres
as units of analysis.
• Content-based: organized around themes.
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White (1988) identifies three options:
• listing content (forms, situations, function, and topics),
• skills (language or learning),
• methods.
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Task-based teachingPrahbu (1987)
Task-based teaching operates with the concept that, while the
conscious mind is working out some of the meaning content, a
subconscious part of the mind perceives, abstracts, or acquires
(or recreates, as a cognitive structure) some of the linguistic
structuring embodied in those entities, as a step in the
development of an internal system of rules. (pp. 69–70)
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ESP Vs. General English
ESP:
• Long and Crookes (1992): task-based syllabuses in ESP specify real world tasks.
• Task in ESP they may be chosen for their relevance to real world events in the target environments.
General English:
• The precise definition of the tasks is not a primary concern.
• Teaching tasks are chosen for the pedagogical value,
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Narrow-angled Vs. Wide-angled
• Dudley-Evans and St. John (1998): Where needs are limited, a narrow-angled course may be appropriate and the course can legitimately focus on a few target events and use content or topics from one discipline.
• Where the needs are more general, the course can focus on a wider range of target events and use content and topics from a range of disciplines.
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Specific Vs. Specifiable
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