1. Theme Two: Types of Language Syllabus Shen Chen School of Education The University of Newcastle

2. Characteristics of A Syllabus  Consists of a comprehensive list of Content items (words, structure, topics). Process items (tasks, methods).  Is ordered (easier, more essential items first).  Has explicit objectives (usually expressed in the introduction).  Is a public document.  May indicate a time schedule.  May indicate a preferred methodology or approach.  May recommend materials. Cambridge University Press 1995

3. Types of Syllabuses  Grammatical  Lexical (Willis, 1990)  Grammatical-lexical  Situational  Topic-based  Notional (Wilkins, 1976)  Functional-notional (Van Ek, 1990)  Mixed or “multi-strand”  Procedural (Prabhu, 1987)  Process (Candlin, 1984; Clarke, 1991) Ur, 1996:178-179

4. Clarifying the definitions  Syllabus is often used to refer to the subject- matter content of a given course or a series of courses (first, second, third semesters or years).  The term curriculum also refers to course content, but it incorporates goal statements for different language skills areas (listening, reading, speaking and writing) and learning outcomes for a prescribed sequence of instruction. Ramirez, 1995:85

5. Structural Syllabi  Grammar-based views of language have resulted in structural syllabi organized principally around sentence patterns and grammatical features. Ramirez, 1995:85

6. Communicative-based Syllabi  Communicative-based syllabi have organized and sequenced instructional content around such language functions as identifying, reporting, requesting and apologizing. Ramirez, 1995:85

7. Proficiency-based Curriculum  A Proficiency-based curriculum presents language content in relation to linguistic levels (novice, intermediate, advanced and superior levels) according to language functions, content and accuracy. Ramirez, 1995:85

8. Task-based Curriculum  A task-based curriculum organized language content on the basis of learner activities such as using the telephone, reading for information, answering inquiries and following instructions. Ramirez, 1995:85

9. Situational-based Syllabi  Situational-based frameworks sequence language content around social settings and the activities associated with these settings, such as shopping at a supermarket, eating at a restaurant or friend’s home and visiting a hospital due to an emergency. Ramirez, 1995:85

10. Tutorial questions:  What are the advantages and disadvantages of these different types of syllabi?  In designing your own syllabus, what kind of elements you should take into consideration?