1. The Role of the Syllabus and Its Relevance to EFL Teacher Development
Northeast Normal University
The Role of the Syllabus and Its Relevance to EFL Teacher Development
Wei Liming
May, 2007

2. Overview Misconceptions relating to the role of the syllabus
Reasons why EFL teachers need to understand the principles of syllabus design
The link between syllabus and methodology

3. Defining syllabus ( J.C. Richards, et al 1992)
The specification of a teaching program or pedagogic agenda which defines a particular subject for a particular group of learners
(H. G. Widdowson, 1990)
A description of the contents of a course of instruction and the order in which they are to be taught.
( J.C. Richards, et al 1992)

4. The role of the syllabus
Define educational value ( an instrument through which educational policy is realized)
Set standards in terms of language behavior (serve as reference for teaching and learning)

5. Delusion 1
The ability to communicate is achieved through a communicative syllabus.

6. Classroom data Speaking dominates the class activities
Explicit instruction is replaced by games, performances, and multi-media-based learning

7. Arguments
Communicative competence should not be interpreted as the oral communication
Oral proficiency cannot be achieved at the expense of other skills or other areas of learning
The development of the ability to communicate is a methodological matter rather than a single syllabus concept .

8. Reflection
Regardless how well a syllabus is conceived and designed, “teachers do not always teach what has been planned, and learners very often learn things other than what has been taught.”
(Nunan, 1989)

9. Delusion 2
Learning in natural settings leads to higher levels of language proficiency than formal settings through a structural syllabus.

10. Classroom data
Most input ( language model of poor quality) in class is provided by excessive teacher talk
Speaking activities are flooded with interlanguage ( little explicit correction of errors for teaching purposes

11. Society expects teachers to be able to justify objectives and learners want to know where they are going in terms of language behavior.
Instruction provided in an educational setting is more efficient in that it relieves teachers and learners of worries about being lost if they have to find their own paths to follow.

12. ____________________________________
Structural syllabus
- graded and sequenced on grammatical items and vocabulary
Notional / Functional syllabus
- graded and sequenced on the meanings and communicative functions which the learner needs to express in the target language)
Task-based syllabus
- organized around communicative activities rather than in terms of grammar or vocabulary

13. Arguments
Learners in natural settings often turn to conscious learning and seek out opportunities to practice specific language items
Structural syllabuses are designed to achieve communicative purposes by way of units of linguistic competence for investment.

14. Delusion 3
The teacher has to follow the latest syllabus.

15. Classroom data
“I do it this way because it is advocated by the syllabus imposed on us”
“The syllabus is in conflict with the examination-oriented education. We can do nothing but switch to the traditional way .”

16. Arguments
A syllabus is not bound to be rigid and closed. When mismatches are identified as a result of feedback from the classroom, it is possible for teachers to find some room for modification
If we regard syllabus as an instrument which functions as a servant, not a slave owner of the teacher, we will be able to free ourselves from slavishly following each new trend of syllabus design.

17. The link between syllabus and methodology (Nunan,2003)
Curriculum
Component
Focus
Defining questions
Syllabus design
Content
What content should we teach?
In what order should we teach this content?
What is the justification for selecting this content?
Methodology
Classroom techniques
and procedures
What exercises, tasks, and activities should we use in the classroom?
How should we sequence and integrate these?
Evaluation
Learning outcomes
How well have our students done?
How well has our program served our students’ needs?

18. Concluding remarks
It would be unlikely to improve the quality of education if the quality of teachers’ life has not been improved.
It would be impossible for students to enjoy the freedom of thought unless the teachers’ mind has been emancipated.
It would be difficult for students to develop if teachers cease to develop.

19. Thank you