implication on syllabus design

8/6/2019 Implication on Syllabus Design

1/17


2/17

Definition of syllabus :

acts as a guide forboth teacher andlearner by providing

some goals to beattained.

an expression ofopinion on thenature of

language andlearning


3/17

Hutchinson and Waters (1987:80) define syllabus as

follows:

At its simplest level a syllabus can be described as astatement of what is to be learnt.

It reflects of language and linguistic performance.

This is a rather traditional interpretation of syllabusfocusing as it does on outcomes rather than process.

However, a syllabus can also be seen as a "summary of thecontent to which learners will be exposed" (Yalden.1987:87).


4/17

Grammar TranslationGrammatically Correct In Language

y grammar instruction is necessary when the learner isin danger of constructing an over-inclusive grammar.

y students usually dont know the grammar rules whenspeaking or writing


5/17

y In other words, even though its ways or techniques in

presenting learning material are questionable, thesignificance or value of grammar teaching ismaintained and gradually becomes the mainstream insecond language teaching.

y grammar instruction plays an important role in thedevelopment of L2 learners interlanguage

(Rutherford, 1987; Ellis, 1990, 1993


6/17

y A

s an example of grammar in the service of socialfunctions, Celce-Murcia refers to the use of differentmodal auxiliaries to express polite requests.

y She argues that both EFL and ESL students need someformal instruction to become aware of the differencebetween Can you open the window? and Could youopen the window?


7/17

y Finally, the link between grammar and discourse isillustrated by the fact that ESL/EFL composition

students need to have a good command over Englishgrammar to write accurately.


8/17

Direct Method

Designed to

developcommunicationskills - both oral

and written .

1. Basic personalcommunication

skills: oral (e.g.,listening toannounce-mentsin public places)

2. Basicpersonalcommunication skills:

written (e.g.,

reading andwritingpersonalletters)

3. Academic learningskills: oral (e.g.,listening to a lecture)

4. Academiclearning skills:written (e.g., takingnotes in class)


9/17

Situational Approach In Syllabus

y Teachers who use the Direct Method believe studentsneed to associate meaning and the target language

directly.y Direct Method is based upon situations ( for example,

one unit would consist of language that people woulduse at a bank, another of the language that they use

when going shopping ) or topics ( such as geography,money or the weather).


10/17

y As Terrell (1991) rightly observes, monitoring canapparently interact with acquisition, resulting inlearners acquiring their own output (p. 61).

y Second, it helps learners notice certain features in the

input. For example, if learners know that plural nounshave an s, they are more likely to notice the s on theends of nouns they hear or read in input and also morelikely to associate the s morpheme with the meaning

more than one.


11/17

Audio Lingual Methody The language skills are taught in the order of:

1) Listening

2) Speaking

3) reading4) writing.


12/17

y The language may be presented entirely orally at first;written representations are usually withheld from

learners in early stages.

y Listening is viewed largely as training in aural

discrimination of basic sound patterns


13/17

y The learner's activities must at first be confined to theaudio-lingual and gestural- visual aids of languagebehavior.

y Recognition and discrimination are followed byimitation, repetition and memorization. Only when heis thoroughly familiar with sounds, arrangements, andforms does he centres his attention on enlarging his

vocabulary.


14/17

y When reading and writing are introduced, studentsare taught to read and write what they have already

learned to say orally.

y At more advanced levels, more complex reading andwriting tasks may be introduced.


15/17

Structional Approach In Syllabus

LISTENING

:-Language presents orally.-Recognition and discrimination of

sound.

-SPEAKING:-Imitation, Repetition & Memorization- Familiar with sounds arrangements &

forms

-READING& WRITING:-- Taught to read & write what they have

learned orally.

EASY

MEDIUM

HARD

EARLY STAGE

MIDDLE

ADVANCE


16/17

y ESL/EFL students need to know grammar becausemany of them are expected to take part in widely usedinternational examinations such as the TOEFL and theIELTS.

y Practical argument students are required to pass astandardized national or international exam in orderto proceed with their plans.

y These exams can determine their acceptance to auniversity or affect their professional or vocationaladvancement.


17/17

y These exams may even decide which professions areopen to them.

y In other words, to one degree or another, their futures

can be determined by their performance on an exam.

y Typically, a major component of such exams isgrammar. Therefore, grammar rule is also important tobe taught in L2

implication on syllabus design

Documents