types of syllabus

7/21/2019 Types of Syllabus

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Types of syllabus

Over the years a variety of syllabuses have come to the fore. These

syllabuses can be classied as either product orientated or process

oriented as stated by Nunan (2012). Product oriented syllabuses

concentrate on instructional outcomes !hereas process oriented syllabus

concentrate on student behaviour and learnin" processes. #n addition

learnin" constituents pertinent to contents such as topics !ords and

structures are classied independently from those relevant to processes

such as methods and tas$s.

%yllabuses can also be analysed from synthetic or analytic perspective as

stated by &il$ins (1'). &il$ins (1') states that *a synthetic lan"ua"e

teachin" strate"y is one in !hich the di+erent parts of lan"ua"e are

tau"ht separately and step by step so that ac,uisition is a process of

"radual accumulation of parts until the !hole structure of lan"ua"e has

been built up*( &il$ins 1'- 2). #n addition the learnin" ta$es place in a

nonconte/t settin" and the learners are re,uired to put to"ether !hat

they have learnt once sucient amount is ac,uired by themselves to

communicate. alden (1'3) states that this is more benecial if this

learnin" ta$es place at an advance level.

#n contrast the analytic teachin" strate"y is *or"anised in terms of the

purposes for !hich people are learnin" lan"ua"e and the $inds of

lan"ua"e performance that are necessary to meet those

purposes*( &il$ins 1'4- 13). Nunan (2012) states that analytic teachin"

strate"y aims to employ *communicative purposes* rather than"rammatical as in the case of synthetic strate"y. 5nderstandin" of these

dissimilarities enables to e/plicate for a "reat deal of di+erences in

syllabus desi"ns.

6earin" this in mind survey of the literature !ill reveal the e/istence of

numerous syllabus types that e/hibit both the process and product

orientation. 7ichards %tudy in 1''0 presented an insi"ht into the

numerous syllabuses and their essential components. 7ichards (1''0)



presented seven types of syllabuses- s$ills tas$ or activity based topical

structural functional notional and situational. #n addition accordin" to

7ichards and 7od"ers (2001) syllabuses are lin$ed to a e/plicit method

and an approach.

The Natural and the sub8ectmatter are t!o more types of syllabuses

delineated by alden (1'3). 9ccordin" to Terrell (1' 1'2) and further

e/patiated by :rashen and Terrell (1'3)Natural syllabuses are founded

upon %;9 and psycholin"uistics theory. #n addition the ac,uisition is

promoted via comprehensible input !ith the employment of

communicative activities. Once ac$no!led"ed and understood production

should be a natural output re<ectin" the development of communication

and academic prociencies as stated by Nunan (1'a). %ub8ectmatter

syllabus accordin" to alden (1'3-4) is =a sub8ect matter tau"ht throu"h

the medium of a tar"et lan"ua"e forms part of the second lan"ua"e

learnin" e/perience>. Therefore it acts as a motion for ac,uirement. #n

addition this is additionally identied as immersion teachin".

#n addition to the above mentioned studies 5r (1''1) e/plores additional

syllabuses !hich include- ?rammaticalle/ical procedural le/ical

notional functionalnotional situational mi/ed or multi strand.

?rammaticalle/ical syllabus is !here the "rammatical and le/ical

structure is specied. Procedural syllabus is !here the learnin" tas$s are

identied an e/ample of the tas$ may be story !ritin". ;e/ical syllabus

lists vocabulary items !ith connected collocations. Notional syllabus is!here certain ideas and notions are e/pressed learners in conte/ts.

@unctionalnotional syllabus enables learners to lan"ua"e that is real and

appropriate for communication. %ituational syllabus is desi"ned

specically for a particular situation for e/ample 9t The Aospital. #n

addition it =consist of an inventory lan"ua"e situations and a description

of the lin"uistic content of each of these situations> (&il$ins 1'-1).

Perhaps the most important type as it is used by the Ne! Aead!ayBlementary mi/ed or multi strand syllabus are a combination of modern



syllabuses to combine *di+erent aspects in order to be ma/imally

comprehensive and helpful to teachers and learners* 5r (1''1- ).

%everal researchers a"ree that syllabus desi"n should mirror the

convolution of lan"ua"e and present plasticity and diversity as stated by alden (1'3).

types of syllabus

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