Syllabus Design : Types of Syllabus Design

Syllabus Design : Types of Syllabus Design

Maria Regina Jaga,S.Pd.,M.Pd.,MS. ECE

Overview

In language teaching contexts, there are six types of language syllabus: grammar syllabus, situational syllabus, notional syllabus, task-based syllabus, skill-based syllabus and content- based syllabus.

The syllabus is a framework where the teachers and students can find what to teach, how to teach, what to learn and how to learn, based on the objectives, where content, structure, methodology, activities, material and resources are organized.

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The following are some types of language teaching syllabus that will be discussed (Lingualinks Library, 1999).

Grammar or structural syllabus

Language teaching has been dominated by grammar syllabus for several centuries and it focuses on grammar rules and structures. The content of the language teaching is a collection of the forms and structures of the language being taught.

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A notional or functional syllabus

An important aspect of the notional/functional syllabus is that students learn how to use the target language to express their own ideas, notions and points of views. This syllabus promotes language learners using the target language.

A situational or topical syllabuses

In this syllabus the contents are organized according to situations in which students learn.An important advantage of a situational syllabus is that students learn how to use the target language in an authentic communication.

A skill-based syllabus

The following is an example of a skill based syllabus:

Writing: writing and replying to invitations.

This syllabus is based on the development of the language skills (listening, reading, writing and speaking) using the target language.

Listening: listening for specific information.

Speaking: talking about past events.

This is a syllabus where the students can develop their communicative competence using different resources.

Reading: reading and answering aquestionnaire.

Example: Second unit: reading: All in the memoryTask: 1.Preparation for tasks :Listen to descriptions of childhood memories. 2. After task: Ask questions and present an oral report (pronunciation, using intonation).

A task-based syllabus

Tasks are defined as activities that are needed when using the target language (Nunan, 1988).

A content-based syllabus

The primary purpose of instruction is to teach some content or information using the language that the students are also learning

the learners use the foreign language to study other subjects such as: Science, Maths, Biology, etc.

In this way, they learn not only the subject, but they improve their language use at the same time.

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For example:Subject: biology . Topic: cell. Vocabulary: parts of the cell. Structure: simple present and present continuous tense.

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Some syllabus types may be combined with others;

Richards and Rogers show that a content- based syllabus is similar to a skill-based syllabus, because on the first syllabus, learners are often develop language skills so on the second syllabus the students might read and take notes, listen and write a summary, or respond orally to things they have read or written.

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" “The types of syllabus mentioned above are not the only types of syllabus that are commonly known in the context of communicative teaching. There are some other types that are not very popular, such as interactional syllabus and learner-centered syllabus” "

(Richards and Rodgers, 2001b, p164).

Assignment

1. What Factors Affecting you on particular Syllabus Choice and Design?

if you want to combine and Integrating Syllabus Types, which ones and why?

3. what outcomes are you desired for your students in the implementation of those six syllabus types?

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References

Nunan, D. (1988). The learner Centred Curriculum. Cambridge: Cambridge University Press

LinguaLinks Library. 1999. How to design language syllabus. SIL International. Retrieved Januari 11, 2022, from http://www.sil.org/ lingualinks/LANGUAGELEARNING

Richards, J., & Rodgers, T. (2001). Approaches and methods in language Teaching (2nd ed.). Cambridge: Cambridge University Press, p. 164.

Woodward, T. 2001.Planning Lessons and Courses.Cambridge: Cambridge University Press

Thanks!

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