What is a Syllabus in Language Teaching?
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What is a Syllabus in Language Teaching?


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A presentation by professor Álvaro Muñoz. Manizales, Colombia

A presentation by professor Álvaro Muñoz. Manizales, Colombia



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What is a Syllabus in Language Teaching? What is a Syllabus in Language Teaching? Presentation Transcript

    • Comprehensive: List what is to be taught
    • Content items or processes
    • Ordered / Sequenced
    • Explicit objectives
    • Time schedule
    • Approach or methodology
    • Recommended materials
    • Public document
  • Product-oriented syllabuses Synthetic syllabus planning (Wilkins, 1976)
    • Parts of language are taught separately, step by step.
    • Acquisition is a gradual accumulation of parts.
    • Generally applied to product-oriented syllabi.
  • Product-oriented syllabuses Analytic syllabus planning (Wilkins, 1975)
    • Organized in terms of purposes
    • Language performance necessary
    • Not grammatical but coomunicative purposes
    • Experiential rather than linguistic content
    • Language is not seen as a subject
    • Grammar is not excluded
  • Product-oriented syllabuses Grammatical Syllabuses
    • Graded according to grammar notions
    • Simplicity and complexity
    • Sequence based on pre-requisite learning
    • Language consists of rules
    • Transfer of internalized formal aspects to communicative situations
    • Criticism: Form vs. function
  • Product-oriented syllabuses Functional-notional syllabuses
    • Students and their purposes as the center of the curriculum
    • Realistic tasks
    • Real-world language
    • Intrinsic motivation
    • Grammar, topics, and culture together
  • Process-oriented syllabuses Procedural and task-based syllabuses
    • Organized around tasks, rather than grammar
    • Specification of tasks and activities
    • Consider product, operations and resources
  • Process-oriented syllabuses Content syllabuses
    • Experiential context derived from a subject area
    • Facilitate learning nor merely through language but with language
    • No balance Accuracy-Fluency
  • Process-oriented syllabuses The Natural Approach
    • Comprehension precedes production
    • Production emerges
    • Acquisition vs. Learning activities
    • The affective filter is lowered
    • Learning goals: personal communication and academic learning skills
  • TEACHING CURRICULUM MODEL Evaluation Feedback Needs analysis Goal identification Objetive setting Content selection Learning activities- tasks selection Materials resourcers selection Implementation of curriculum