types of syllabus 1- product oriented - mtro. octavio
TRANSCRIPT
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Luis Octavio Canseco García / Escuela de Idiomas / Universidad Regional del Sureste / Oaxaca
TypesTypesof of
Syllabus 1Syllabus 1
Luis Octavio Canseco García
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Luis Octavio Canseco García / Escuela de Idiomas / Universidad Regional del Sureste / Oaxaca
PRODUCT ORIENTED PRODUCT ORIENTED SYLLABUSSYLLABUS
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Luis Octavio Canseco García / Escuela de Idiomas / Universidad Regional del Sureste / Oaxaca
Also known as the synthetic approachsynthetic approach, these
kinds of syllabuses emphasize the product
of language learning and are prone to
intervention from an authority.
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Luis Octavio Canseco García / Escuela de Idiomas / Universidad Regional del Sureste / Oaxaca
What is a synthetic approach?What is a synthetic approach?
In 'synthetic' approaches (Wilkins, 1976
p. 2),
“Different parts of the language are
taught separately and step by step
so that acquisition is a process of
gradual accumulation of parts until the
whole structure of language has been
built up”.
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Luis Octavio Canseco García / Escuela de Idiomas / Universidad Regional del Sureste / Oaxaca
What is a synthetic approach?What is a synthetic approach?
The typical aim is to teach a new
linguistic structure by means of
explanation of rules, paradigms,
contextualization in dialogues, series
of analogous sentences designed to
promote inductive learning.
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Luis Octavio Canseco García / Escuela de Idiomas / Universidad Regional del Sureste / Oaxaca
In syllabus development (Nunan
2001): this approach controls the
analysis of the target language into its
discrete phonological, lexical and
grammatical elements, each of which
is to be taught separately and in
isolation.
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Luis Octavio Canseco García / Escuela de Idiomas / Universidad Regional del Sureste / Oaxaca
The synthetic syllabus relies on
learners' assumed ability to learn a
language in parts (e.g., structures
and functions) which are independent
of one another, and also to integrate,
or synthesize, the pieces when the
time comes to use them for
communicative purposes.
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Luis Octavio Canseco García / Escuela de Idiomas / Universidad Regional del Sureste / Oaxaca
The synthetic approach represent the
'traditional' way of organizing the
syllabus, and reflect the common-sense
belief that the central role of instruction
is to simplify the learning challenge for
the student.
Structural, lexical notional, and
functional syllabuses are synthetic.
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Luis Octavio Canseco García / Escuela de Idiomas / Universidad Regional del Sureste / Oaxaca
THE STRUCTURAL APPROACHTHE STRUCTURAL APPROACHSTRUCTURAL SYLLABUSSTRUCTURAL SYLLABUS
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Luis Octavio Canseco García / Escuela de Idiomas / Universidad Regional del Sureste / Oaxaca
Historically, the most prevalent of
syllabus type is perhaps the
grammatical syllabus grammatical syllabus in which the
selection and grading of the content
is based on the complexity and is based on the complexity and
simplicity of grammatical itemssimplicity of grammatical items.
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Luis Octavio Canseco García / Escuela de Idiomas / Universidad Regional del Sureste / Oaxaca
The learner is expected to mastermaster each
structural step and add it to her
grammar collection. As such, the focus
is on the outcomes or the product.
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Luis Octavio Canseco García / Escuela de Idiomas / Universidad Regional del Sureste / Oaxaca
In structural syllabi, pedagogic
grammar units or lessons are
organized around isolated
morphosyntactic structures or
linguistic forms such as articles,
possessives, pronouns, prepositions,
questions, conditionals, reported
speech or the passive voice.
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Luis Octavio Canseco García / Escuela de Idiomas / Universidad Regional del Sureste / Oaxaca
The selection of such units is based
on descriptive grammar and on a
general consensus about the
patterns of language that must be
taught. They are usually presented
one at a time or in pairs to be
contrasted (e.g. past simple vs.
present perfect).
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Luis Octavio Canseco García / Escuela de Idiomas / Universidad Regional del Sureste / Oaxaca
Structural syllabi are the most
widespread kind of syllabus and the
ones usually favored by publishing
companies because of their simplicity
and popularity.
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Luis Octavio Canseco García / Escuela de Idiomas / Universidad Regional del Sureste / Oaxaca
• The learner moves from simpler to
more complex structures and may
grasp the grammatical system more
easily
• If learners are also doing
grammatical analysis, it may fit in well
with what they are discovering about
the language.
In a structural syllabus:
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Luis Octavio Canseco García / Escuela de Idiomas / Universidad Regional del Sureste / Oaxaca
A structural syllabus does not address
the immediate communication needs of
the learner who is learning a language
within the context of a community where
the language is spoken.
In fact, the sociolinguistic aspects of
communicative competence are not in
focus at all in a strictly structural
syllabus.
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Luis Octavio Canseco García / Escuela de Idiomas / Universidad Regional del Sureste / Oaxaca
The Lexical ApproachThe Lexical ApproachLEXICAL SYLLABUSLEXICAL SYLLABUS
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Luis Octavio Canseco García / Escuela de Idiomas / Universidad Regional del Sureste / Oaxaca
The lexical approach concentrates on
developing learners’ proficiency with
lexis, or words and word
combinations.
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Luis Octavio Canseco García / Escuela de Idiomas / Universidad Regional del Sureste / Oaxaca
It is based on the idea that “an
important part of language acquisition
is the ability to comprehend and
produce lexical phrases as
unanalyzed wholes, or “chunks,” and
that these chunks become the raw
data by which learners perceive
patterns of language traditionally
thought of as grammar” (Lewis, 1993, p.
95).
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Luis Octavio Canseco García / Escuela de Idiomas / Universidad Regional del Sureste / Oaxaca
A lexical syllabus can be derived from
a detailed analysis (normally these
days done mainly by computer) of a
carefully selected corpus of
language that reflects - as far as
possible - the language of the target
discourse community. This could of
course be a specialist or general
corpus.
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Luis Octavio Canseco García / Escuela de Idiomas / Universidad Regional del Sureste / Oaxaca
The analysis can offer the syllabus
designer lists of the most frequent
words, their meanings and
information about their typical
grammatical and lexical
environments, i.e. the collocations
and patterns that words occur in.
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Luis Octavio Canseco García / Escuela de Idiomas / Universidad Regional del Sureste / Oaxaca
So a lexical syllabus includes
grammar, (which is identified through
the common words that make up
common patternings), expressions of
notions and functions but the
organizing principle is lexical.
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Luis Octavio Canseco García / Escuela de Idiomas / Universidad Regional del Sureste / Oaxaca
A lexical syllabus can account for a
far higher proportion of text and offer
a more thorough coverage of the
language of the target discourse
situation than other syllabus types.
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Luis Octavio Canseco García / Escuela de Idiomas / Universidad Regional del Sureste / Oaxaca
A lexical syllabus - with its inventory
of words with their collocations,
meanings and typical patterns – is
clear, unambiguous and accessible -
everybody can recognize what a
word is, and its phrases and patterns
are fairly easily identifiable.
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Luis Octavio Canseco García / Escuela de Idiomas / Universidad Regional del Sureste / Oaxaca
Unfortunately lexical syllabus
would run to at least half a page
per word, indeed far more for the
common words with their many
uses.
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Luis Octavio Canseco García / Escuela de Idiomas / Universidad Regional del Sureste / Oaxaca
For example: most of the 700 most
frequent words (which would seem a
reasonable target for a 120 hour
course) have at least 3 different
meanings, making an inventory of
2100 items.
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Luis Octavio Canseco García / Escuela de Idiomas / Universidad Regional del Sureste / Oaxaca
The Situational ApproachThe Situational ApproachSITUATIONAL SYLLABUSSITUATIONAL SYLLABUS
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Luis Octavio Canseco García / Escuela de Idiomas / Universidad Regional del Sureste / Oaxaca
The point of departure became situational situational
needs needs rather than grammatical unitsgrammatical units.
Here, the principal organizing characteristic
is a list of situations which reflects the
way language and behavior are used
everyday outside the classroom.
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Luis Octavio Canseco García / Escuela de Idiomas / Universidad Regional del Sureste / Oaxaca
The Situational Approach: Central Premises The Situational Approach: Central Premises
The main focus of a situational syllabus is on
the use of language as a social medium.
The linguistic premise of this syllabus is that
language is always used in context, never
in isolation and the choice of linguistic forms
are restricted by social situations.
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Luis Octavio Canseco García / Escuela de Idiomas / Universidad Regional del Sureste / Oaxaca
The Situational Approach: Central Premises The Situational Approach: Central Premises
The educational premise is that there
should be a different syllabus for
different learners, based on the
individual needs of the learners.
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Luis Octavio Canseco García / Escuela de Idiomas / Universidad Regional del Sureste / Oaxaca
In a situational syllabus the content of
language teaching is formed by a
range of real or imaginary behavioral or
experiential situations in which a
foreign language is used.
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Luis Octavio Canseco García / Escuela de Idiomas / Universidad Regional del Sureste / Oaxaca
The situational syllabus provides for
concrete contexts within which to learn
language structures, thus making it
easier for most learners to visualize,
and this, in turn, helps in promoting
students’ motivation.
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Luis Octavio Canseco García / Escuela de Idiomas / Universidad Regional del Sureste / Oaxaca
The designer of a situational syllabus
attempts to predict those situations in
which the learner will find him/herself,
and uses these situations (e.g., a
restaurant, an airplane, a post office,
etc.) as a basis for selecting and
presenting language content.
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Luis Octavio Canseco García / Escuela de Idiomas / Universidad Regional del Sureste / Oaxaca
The underlying assumption in a situation
syllabus is that language is related to the
situational contexts in which it occurs.
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Luis Octavio Canseco García / Escuela de Idiomas / Universidad Regional del Sureste / Oaxaca
The Notional/Functional The Notional/Functional
ApproachApproachNotional / Functional SyllabusNotional / Functional Syllabus
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Luis Octavio Canseco García / Escuela de Idiomas / Universidad Regional del Sureste / Oaxaca
The starting point for a syllabus of this
kind is the communicative purpose
and conceptual meaning of language
i.e. functions and notionsfunctions and notions, as opposed
to grammatical items and situational
elements which remain but are
relegated to a subsidiary role.
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Luis Octavio Canseco García / Escuela de Idiomas / Universidad Regional del Sureste / Oaxaca
One advantage of the
notional/functional approach (a
semantically-based syllabus) is that
motivation will be heightened since it is
"learner- rather than subject-centered"
(Wilkins.1976: 16).
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Luis Octavio Canseco García / Escuela de Idiomas / Universidad Regional del Sureste / Oaxaca
A functional-notional syllabus is
primarily based not on a linguistic
analysis but on an analysis of
learners' social and/or vocational
communicative needs.
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Luis Octavio Canseco García / Escuela de Idiomas / Universidad Regional del Sureste / Oaxaca
This syllabus holds that the
classification of skill levels should be
based on what people want to do
with the language (functions) or in
terms of what meanings people
want to convey (notions).
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Luis Octavio Canseco García / Escuela de Idiomas / Universidad Regional del Sureste / Oaxaca
The logic behind the functional-
notional syllabus is that if the goal is
a general competence in
language, language content will be
context-dependent, drawing ideas
from sociolinguistics and viewing
language as interpersonal rather
than a personal behavior.
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Luis Octavio Canseco García / Escuela de Idiomas / Universidad Regional del Sureste / Oaxaca
This type of syllabus makes the
assumption that the learner's needs,
motivations, characteristics, abilities,
limitations and resources are the
point of departure.
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Luis Octavio Canseco García / Escuela de Idiomas / Universidad Regional del Sureste / Oaxaca
Selection from the components of
the syllabus will thus be made in
terms of the learner and in terms of
relevance to his communicative
purposes. This means that the whole
system must be needs-oriented.
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Luis Octavio Canseco García / Escuela de Idiomas / Universidad Regional del Sureste / Oaxaca
This type of syllabus has been
developed from a sociolinguistic
viewpoint with the primary purpose of
identifying the elements of a target
language which its learners, as
members of a particular group and
with particular social and occupational
purposes in mind, most need to
know.
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Luis Octavio Canseco García / Escuela de Idiomas / Universidad Regional del Sureste / Oaxaca
They reflect a more comprehensive view of language than grammar syllabuses and focus on the use of the language rather than linguistic form.
They can readily be linked to other types of syllabus content (e.g. topics, grammar, vocabulary).
They provide a convenient framework for the design of teaching materials, particularly in the domains of listening and speaking.
Functional / Notional syllabuses have proved very popular as a basis for organising courses and materials for the following reasons:
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Luis Octavio Canseco García / Escuela de Idiomas / Universidad Regional del Sureste / Oaxaca
The Content-Based The Content-Based
ApproachApproachContent-based SyllabusContent-based Syllabus
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Luis Octavio Canseco García / Escuela de Idiomas / Universidad Regional del Sureste / Oaxaca
The primary purpose of instruction is
to teach some content or
information using the language that
the students are also learning.
The students are simultaneously
language students and students of
whatever content is being taught.
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Luis Octavio Canseco García / Escuela de Idiomas / Universidad Regional del Sureste / Oaxaca
The subject matter is primary,
and language learning occurs
incidentally to the content
learning. The content teaching is
not organized around the
language teaching, but vice-
versa.
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Luis Octavio Canseco García / Escuela de Idiomas / Universidad Regional del Sureste / Oaxaca
An example of content-based
language teaching is a science class
taught in the language the students
need or want to learn, possibly with
linguistic adjustment to make the
science more comprehensible.
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Luis Octavio Canseco García / Escuela de Idiomas / Universidad Regional del Sureste / Oaxaca
The Skills-Based The Skills-Based
ApproachApproachSkills-based SyllabusSkills-based Syllabus
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Luis Octavio Canseco García / Escuela de Idiomas / Universidad Regional del Sureste / Oaxaca
The content of this type of syllabus is
a collection of specific abilities that
may play a part in using language.
Skills are things that people must be
able to do to be competent in a
language, relatively independently of
the situation or setting in which the
language use can occur.
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Luis Octavio Canseco García / Escuela de Idiomas / Universidad Regional del Sureste / Oaxaca
Skill-based syllabi group linguistic
competencies (pronunciation,
vocabulary, grammar, and discourse)
together into generalized types of
behavior, such as listening to spoken
language for the main idea, writing
well-formed paragraphs, giving
effective oral presentations, and so
on.
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Luis Octavio Canseco García / Escuela de Idiomas / Universidad Regional del Sureste / Oaxaca
The primary purpose of skill-based
instruction is to learn the specific
language skill.
A possible secondary purpose is to
develop more general competence in
the language, learning only
incidentally any information that may
be available while applying the
language skills.
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Luis Octavio Canseco García / Escuela de Idiomas / Universidad Regional del Sureste / Oaxaca
BibliographyBibliography
Breen, M.P. (1984): “Process Syllabuses for the Language Classroom” in Brumfit, C.J. (ed): General English Syllabus Design, ELT Documents 118. London, Pergamon Press/British Council.
Candlin, C.N. (1984): “Syllabus Design as a Critical Process.” in Brumfit, C.J. (ed): General English Syllabus Design, ELT Documents 118. London, Pergamon Press/British Council.
Johnson, R.K. (1989): “ A Decision-Making Framework for the Coherent Language Curriculum.” in Johnson, R.K. (ed): The Second Language Curriculum. Cambridge, Cambridge University Press.
Lewis, M. (1993). The lexical approach: The state of ELT and the way forward. Hove, England: Language Teaching Publications.
Nunan, D. 2001. Syllabus design. In M. Celce-Murcia (ed.) Teaching English as a Second or Foreign Language. Boston MA: Thomson Heinle.
Pienemann, M. (1985): “Learnability and Syllabus Construction.” in Hyltenstam and Pienemann (eds): Modelling and Assessing Second Language Aquisition. Clevedon, Multilingual Matters.
Wilkins, D. (1976). Notional Syllabuses. Oxford: Oxford University Press.