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LG 228 WEEK 6

SYLLABUS. LG 228 WEEK 6. Background. Interest in syllabuses coincided with the growing disillusionment with ‘methods’ in the 1960's, the rise of ‘communicative competence’, and motivation to develop ways of promoting understanding in Europe (as well as standardising language programmes).

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LG 228 WEEK 6

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  1. SYLLABUS LG 228 WEEK 6

  2. Background • Interest in syllabuses coincided with the growing disillusionment with ‘methods’ in the 1960's, the rise of ‘communicative competence’, and motivation to develop ways of promoting understanding in Europe (as well as standardising language programmes). • Since we can't teach the whole of language, we must select. On what basis do we make this selection? What organising principle is to be chosen?

  3. SYLLABUS DESIGN • Usually an explicit statement of aims and objectives is included, and a time schedule. • Different criteria are used to select and grade the items chosen (frequency, learnability, usefulness) • . Syllabus designType AType B • 1. Grammatical/structural 1. Procedural (task-based) • 2. Functional/notional 2. Process (negotiated), • 3. Situational • 4. Topic based • 5. Skills based • 6. Lexical

  4. TYPES 1 • Grammatical/structural: e.g. present simple, past simple, ‘this is..’etc • Convenient way of organising and structures, and ‘generative’. Problem of no attention to use. • Situational: 'at the bank', 'in the restaurant' etc. Useful alternative. Good for vocab (and structures).Problem of predicting situations and associated language. • Functional/notional: emphasis on use/meaning. The expression of concepts (notions) e.g. location, duration, and 'communicative acts' (functions) i.e. things done through language use e.g. making requests, giving advice, giving directions etc. Problem of grading, lack of generative power, choice of matching function/form (as no simple one-to-one relationship). • Topic based: e.g. ‘health’ ‘pollution’ ‘smoking'. Good for vocab.+interesting. More suitable for advanced learners.

  5. TYPES 2 • Skills based: e.g. study skills, business presentation skills. Good where EAP/ESP situation, where restriction of needs. Not for general English courses. • Lexical: organisation according to frequency etc of lexical items, and word patterns. • A lexico-grammatical approach. Corpus and discourse based. • Process: syllabus content negotiated with learners (learning based and learner-led). • Procedural: sequence of tasks (information gap, opinion gap)(learning focus but teacher-led)

  6. References • Graves,K., 2000. Designing Language Courses, Heinle & Heinle • Johnson, K. 1982, Communicative Syllabus Design and MethodologyPergamon • McDonough, J. & Shaw, C. 2003 Materials and Methods in ELT Blackwell • Nunan, D. 2004. Task-based Language Teaching. CUP • Nunan, D.1988 Syllabus Design OUP • Stern, H. 1992 Issues and Options in Language Teaching OUP (chs5-7) • Prabhu, N. 1987 Second Language Pedagogy OUP • Richards, J.C. 2001. Curriculum Development in Language Teaching . CUP • White, R.1988 The ELT Curriculum Blackwell • Wilkins, D. 1976 Notional Syllabuses OUP • Willis, D 1990 The Lexical Syllabus Collins

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