situational syllabus
TRANSCRIPT
SITUATIONAL SYLLABUS
CONTENT
Definition of Situational Syllabus
Theoretical assumption
Components
The Process of Situational Syllabus
The Product of Situational Syllabus
Advantage
Disadvantage
Conclusion
?Syllabus
A situational syllabus is often defined as one in which thecontents are organized according tosituations in which certain language islikely to be employed
(Richards, et al, 1985:260; Ur, 2000:178; Schulz, 2005).
DEFINITIONS
THEORITICAL ASSUMPTION
Language is always used in context, never in isolation and the choiceof linguistic forms are restricted by social situations.
(Dr. Andrew Finch, EFL Syllabus Design ,2008)
The situational syllabus is based on the communication situations. Itselects, organizes, and presents language items according tosituations. For instance :
at the airportAt the bank In the classroom
COMPONENTS
(Situational Syllabus)
AIMS to prepare learners for future situations where they might use the language
OBJECTIVES to learn grammar, build vocabulary and develop four basic skills in particular situations
NON-LANGUAGE
OUTCOMES
other reasons instead of knowledge
1. Affective Cultivation
e.g.: confidence, high motivation and interest
2. Learning Strategy
e.g.: cultural understanding, thinking skill and interpersonal skill
LEARNING
CONTENTS
Knowledge
a collection of real or imaginary situations, which are always chosen according to the following factors
Communicative needs
Language items involved
The learners’ interest
Cultural differences
Topic
those the students can talk about in a certain situation
Language items
vocabulary or structure related to the communication in a situation
Skill : speaking, writing, listening
IMPLEMENTATION
taking part in the activities, through
o choral imitation,
o Elicitation (role play)
o substitution drilling and
o question-answer drilling,
hence, students grasp the basic principles to communicate in a situation
EVALUATIONOral or written test and performance
(mastering some vocabulary and structures, students get to communicate in different situations)
The Process of Situational Syllabus Design
Analyzing and matchingthe situation with the daily life of students
Listing situation
Creating in conversation based on the situation
professional
Teacher
Appendix
Dr. Andrew Finch, 2008, “EFL Syllabus Design.”
Product in syllabus design is mainly concerned with
what students are expected to learn; or in other words,
the objectives of the syllabus.
The main priority in product of situational syllabus is
communicative competence
The Product of Situational Syllabus
ADVANTAGES
Motivating learnersLearner-centered not subject-centered.
It takes account of the learner and his needs
Concrete contexts: learners learn language structures within thosecontexts thus making it easier to visualize and then remember
Wilkins (1976)
Advantage 2
Improving communicative
competence
Language teaching begins with
the spoken language, and
material is taught orally before
it is presented in written forms
Advantage 3
Enhancing inductive ability
Though the conversation (dialogue) students are expected to understand the application of structure and vocabulary indirectly in a conversation.
Disadvantage 1
Syllabus can not include all the situations in the real life
A situational syllabus will be limited for students whose needs were not
encompassed by the situations in the syllabus
Physical situational setting doesn’t necessarily predict the language
forms that will be used
Wilkins (1976)
Disadvantage 2
Artificial dialogues can not be used in natural languageLanguage as practiced in the classroom and language
as spoken in the real world can be quite different
Grammar items and structures are not arranged in a systematic way
The sequencing of situations was generally random, making it impossible to grade the structures without
falsifying the situations
CONCLUSION
“useful as a situational syllabusmay be in certain circumstances……
it does not offer a general solution to problems of syllabus design.”(Wilkins)
Appendix
AIMS OBJECTIVESNON-LANGUAGE
OUTCOMELEARNING CONTENT IMPLEMENTATION EVALUATION
The students
will learn how
to practice
conversation
in the
classroom
The students will
be able to
practice simple
conversation in
the classroom
Affective
Cultivation
e.g.: confidence, high
motivation and
interest
Learning Strategy
e.g.: cultural
understanding,
thinking skill
and
interpersonal
skill
A. Conversation
IN THE CLASSROOM
Asti : Good morning, Zaki.
Zaki : Good morning, Asti.
Asti : Any homework today?
Zaki : I don't know for sure. Just ask Madya.
Asti :Madya, is there any homework?
Madya: We have Math homework.
Zaki : Have you finished it, Madya?
Madya: Not yet.
Asti : Let's do it together.
B. Expressions:
Good morning
Any homework today?
I don’t know for sure
We have Math homework
Have you finished it?
Let’s do it together
Imitation,
(teacher read aloud
the conversation)
Elicitation,
(teachers allow
students to do role
play with mate)
Question-answer
drilling
( teachers can take role
to ask question or
student are allowed to
ask answer-question
with their partners
Oral Test
Written Test
Performance
Process of designing
Dr. Andrew Finch, 2008, “EFL Syllabus Design.”
Conclusion 2
In closing, it is a great importance to note that
“no single type of syllabus is appropriate for all teaching settings”
This is due to the fact that
We can choose a syllabus to implementmust be based on all present investigation and valuable
insights to create a language program and course.