Transcript SYLLABUS DESIGN - Journey of an English Teacher

TRANSLATING GOALS INTO SYLLABUS
OBJECTIVES
 LANGUAGE CONTENT, PROCESS, AND
PRODUCT SYLLABUS DESIGNS
 SELECTING THE SHAPE OF THE SYLLABUS
 PLACE OF METHOD

The nature of
language
Educationalcultural
philosophy
L2
curriculum
GENERAL
GOALS
The nature of
language
learning
LANGUAGE CONTENT
GENERAL GOALS
PROCESS/MEANS
PRODUCT/OUTCOMES
LANGUAGE
CONTENT
PROCESS
PRODUCT
•WHAT SHOULD BE SELECTED?
•WHAT ORDER/SEQUENCE?
•WHAT IS THE CRITERIA FOR SELECTING THE ORDER?
•HOW SHOULD LANGUAGE BE PRESENTED?
•WHAT ARE THE ROLES OF TEACHERS AND LEARNERS?
•HOW SHOULD MATERIALS CONTRIBUTE TO THE
PROCESS OF LANGUAGE LEARNING?
•WHAT KNOWLEDGE IS THE LEARNER EXPECTED TO
ATTAIN?
•WHAT SPECIFIC LANGUAGE SKILLS DO THEY NEED?
•WHAT TECHNIQUES OF EVALUATION?
STRUCTURE/GRAMMATICAL
FORM
LANGUAGE CONTENT
THEMATIC
SITUATIONAL
THEMATIC CONTENT
• Topics of interest
• Areas of subject knowledge
SITUATIONAL CONTENT
• Contexts in which theme and linguistic
topics are presented
• Structures and vocabulary will be selected
ORGANIZATION
•Depends on
educational and
linguistics assumptions
•Viewed in 2 ways :
•Relates to overall
program – system of
organization
•Relates to presentation
of new learning items –
inductive or deductive?
ROLES OF TEACHERS
AND LEARNERS
•Teachers’ roles depend
on current trends and
perceptions according
to the approach
•Learners’ roles have
taken different
dimensions during
various periods.
TYPES OF ACTIVITIES
•An outcome resulting
from the degree of
control by teacher and
textbooks
Specification of the expected outcomes
 Linked to learners’ needs
 Outcomes can be divided into :
1. Knowledge oriented
2. Skill oriented

CONTENT/KNOWLEDGE ORIENTED :
1. The statement of outcomes will answer
what are the learners expected to know
2. Content can be specified as reading
selections, linguistic structures,
vocabulary, linguistic functions
3. Associated with accuracy
4. Learners are expected to become
proficient in linguistic forms

SKILL ORIENTED
1. Related to actual use of the new
language
Eg: If the student plan to use the target
language to read academic or
technical material, the statement should
reflect the specific reading skills they
need to be proficient in – skimming,
scanning, speed reading, etc.

1.
2.
3.
4.
5.
THE LINEAR FORMAT
THE MODULAR FORMAT
THE CYCLICAL FORMAT
THE MATRIX FORMAT
THE STORY LINE FORMAT

a.
b.
c.
d.
1. THE LINEAR FORMAT (pg 52)
For grammar and structures
Linguistic and pedagogical principles
determine the order
Sequencing and grading are important
Teachers cannot change the order of
units or skip any – careful grading will be
affected

a.
b.
2. THE MODULAR FORMAT (pg 53)
Integrates thematic with skills orientation
Objectives are flexible

a.
b.
c.
d.
3. THE CYCLICAL FORMAT (pg 56)
Enables teachers and students to work
with the same topic more than once
Level of difficulty/complexity increases
New subject matter should not be
introduced then forgotten
New subject matter should be
reintroduced

a.
b.
4. THE MATRIX FORMAT (pgs 58,59,60)
Gives users maximum flexibility to select
topics from a table of contents
Suited to situational content
5. THE STORY-LINE FORMAT
WILKINS (1976)
“have the effect of ensuring thematic
continuity and of helping resolve
questions of the ordering of categories in
relation to one another”
a. Maintaining coherence for
notional/functional syllabus

Where is the place of method?
 A particular method as a focal element?
 Techniques vs. Methods

TRANSLATING GENERAL GOALS TO
SPECIFIC OBJECTIVES
 LANGUAGE CONTENT, PROCESS AND
PRODUCT
 SHAPE OF SYLLABUS
 PLACE OF METHOD
