The Syllabus
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It is not easy to separate the issues
concerning syllabus design set up for
specific purposes programs from
general language teaching.
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Designing a syllabus to a specific group in a particular
situation is not a simple task for the designers
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aiming at
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achieving learners requirements, since the existence of
various concepts and basis dealing with syllabus.
Thus, it seems of great importance to define “syllabus” in
order to haveLorem
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better understanding of whatLorem
it actually
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meant by the term in education.
Syllabus
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Hutchinson & Waters (1987:
80) define it as “... a document
which says what will (or at least
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what should) be learnt”.
Syllabus
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In the same vein, Robinson (1991: 34) states
that syllabus is “a plan of work and is, thus,
essential for the teacher, as a guideline and
context of class content.”
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The above assertions point out that the syllabus
first concerns the teacher, and that it helps
him/her plan courses.
Syllabus
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In the same vein, Robinson (1991: 34) states
that syllabus is “a plan of work and is, thus,
essential for the teacher, as a guideline and
context of class content.”
Lorem ipsum Lorem ipsum
The above assertions point out that the syllabus
first concerns the teacher, and that it helps
him/her plan courses.
Basturkmen (2006:20) argues that “in order to specify what
language will be taught, items are typically listed and referred
to as the syllabus”. She exemplifies the definition by giving a
standard view of the syllabus through the figure below.
Syllabus design plays a very important role in ESP.
Course designers should carefully in plan the
content to ensure that it includes what the learner
needs and excludes what learners don’t need.
Similar to English for general purposes, there are
also a number of different syllabus designs, such as
the following.
Contents
01 Lorem ipsum 02 Lorem ipsum
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Consectetur adipisicing Consectetur adipisicing
elit, sed do eiusmod tempor elit, sed do eiusmod tempor
incididunt ut incididunt ut
03 Lorem ipsum 04 Lorem ipsum
Lorem ipsum dolor sit amet Lorem ipsum dolor sit amet
Consectetur adipisicing Consectetur adipisicing
elit, sed do eiusmod tempor elit, sed do eiusmod tempor
incididunt ut incididunt ut
Syllabus
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It is “an instrument by which the
teacher can achieve a certain
coincidence between the needs and
the aims of the learners, and the
activities that will take place in the
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classroom” (Yalden 1987:86)
Syllabus
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It is “a teaching device to facilitate
learning” (Nunan 1988:6) which
organizes classroom activities
according to learners aims and
requirements after the process of
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needs identification and analysis.
Types of syllabi
According to Basturkmen (2006:21)
syllabuses can be
1. Synthetic - in which the language is
segmented into discrete linguistic items
for presentation one at a time”
2. Analytic - wherein language is
presented whole chunks at a time
without linguistic control”
Synthetic syllabi
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The synthetic syllabi “…rely on learners
(assumed) ability to learn a language in parts
independently of one another, and also to
integrate,Lorem
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synthesize the piecesLorem
when ipsum the
time comes to use them for communicative
purposes” ( Long & Crookes, 1993:12).
Synthetic syllabi
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That is to say that the teaching/ learning
process is based on providing the different
languageLorem
forms
ipsum and structures separately.
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Analytic Syllabi
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The analytic syllabi “… rely on the learners‟
ability to induce and infer language rules, as
well as on innate knowledge of linguistic
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universals” (Long & Crookes, 1993:11).
Analytic Syllabi
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So, analytic syllabi are based on learners’
personal capacities and aptitudes to produce
the different grammatical structures
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and forms.
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Analytic Syllabi
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The syllabus plan is “organized in terms of
the purposes for which people are learning
languageLorem
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the kinds of language
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performance that are necessary to meet those
purposes” (Wilkins,1976:13).
Furthermore, the syllabi elements are
combined by the practitioners so as
to find the correct and suitable teaching
plan.
It is important to admit that “no syllabus
can bring positive results on its
own because of the variety of
student’needs.” (Benyelles, 2009:55).
In line with the fact that it is difficult to achieve
satisfactory outcomes by using a single syllabus,
Harmer (2001) suggests that instead of courses
founded on a specific types, “the syllabus may
show a combination of items from grammar, lexis,
language functions, situations, topics, tasks and
different language skill tasks or pronunciation issues”
(Benyelles, 2009:55),
This view is labelled “multi-syllabus syllabus‟ or
“eclectic syllabus” in which all the elements are
matched and synchronized.
end !