EDU 402 SYLLABUS DESIGN
General statements about language learning, learning purpose and experience, evaluation, and the roles and relationships of teachers and learners • Contains banks of learning items and suggestions about how they might be used in class WHAT IS A CURRICULUM?
Expression of opinion on the nature of language and learning • A guide for both teacher and learner by providing some goals to be attained • Statement of what needs to be learnt to reflect language and linguistic performance • Approximation of what will be taught and that it cannot accurately predict what will be learnt WHAT IS A SYLLABUS?
SYLLABUS – concerned with the selection and grading of content • METHODOLOGY – selection of learning tasks and activities SYLLABUS vs METHODOLOGY
PRODUCT-ORIENTED – emphasizes the product of language learning • Eg: structural approach, situational approach, notional/functional approach • PROCESS ORIENTED – to enhance communicative skills, focuses on the specification of the learning task and activities that she/he will undertake • Eg : procedural/task based approaches, learner-led syllabus, proportional approach TYPES OF EFL SYLLABUS
CRITICISMS : • Structurally graded syllabus misrepresent the nature of language • There is more than grammar to language • No one-to-one relationship between form and function • Tend to promote activities which serve to internalize the formal properties of language PRODUCT-ORIENTED SYLLABUS – structural approach
CRITICISMS : • Selection and grading of items become much more complex • Items should reflect how learners carry out the communicative purposes • Look beyond linguistic simplicity or complexity • Misrepresents the nature of language as communication • Promote activities that attempt to replicate in class “real” communication PRODUCT-ORIENTED SYLLABUS – functional/notional approach
WIDDOWSON 1987:65 • “…specification of a teaching programme or pedagogic agenda which defines a particular group of learners. Such specification provides not only a characterization of content, the formalization in pedagogic terms of an area of knowledge or behavior, but also arranges this content as a succession of interim objectives.” SYLLABUS DESIGN AND METHODOLOGY
Engage learners in problem solving tasks as purposeful activities • Problem solving tasks would involve a conscious and repeated reference to the formal properties of the language • Language as a necessary resource for the achievement of communicative outcomes WHAT’S THE SOLUTION?