1 / 11

EDU 402

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?.

nestora
Download Presentation

EDU 402

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. EDU 402 SYLLABUS DESIGN

  2. 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?

  3. 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?

  4. SYLLABUS – concerned with the selection and grading of content • METHODOLOGY – selection of learning tasks and activities SYLLABUS vs METHODOLOGY

  5. 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

  6. PRODUCT-ORIENTED SYLLABUS

  7. PROCESS-ORIENTED SYLLABUSES

  8. 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

  9. 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

  10. 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

  11. 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?

More Related