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What is a Syllabus in Language Teaching?
 

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

    • SYLLABUS - CHARACTERISTICS -
      • 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