syllabus design for english language teaching

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the syllabus design plan: 1. types of language teaching syllabus 2. choosing and integrating syllabi types of language teaching syllabus key words: syllabus design, english courses "syllabus design for english language teaching". it mainly provides detailed elucidation of the process of designing a syllabus as one of systematic steps of curriculum development in language teaching. curriculum development in language teaching should be done since it implies an effort carried out by the language teachers to improve the quality of language teaching through some stages of systematic planning such as a needs analysis, formulation of learning objectives, development of syllabus and teaching materials, teaching materials’ implementation as well as evaluation to find out the effectiveness of the curriculum by taking into account the achievement of learning goals in language teaching program. curriculum and syllabus are two major documents necessarily prepared in a course design task. where a curriculum describes the broadest …

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hould take those three aspects into consideration. furthermore, to design a syllabus is to decide what gets taught and in what order. for this reason, the theory of language explicitly or implicitly underlying the method will play a major role in determining what syllabus is adopted. in addition, a theory of learning will also play an important part in determining the syllabus choice. for example, a teacher may accept a structural theory of language, but not accept that learners can acquire language materials according to a strict grammatical sequence of presentation. while the basic view of language may be structural, the syllabus, in that case, may be more situational or even content-based. learner type is another variable in the choice of syllabus of syllabus. learner types can be seen in practical and observable terms, such as type of cognitive activity, life style, aspirations, employment, educational and social backgrounds and so …

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, comparison, time, and so on. 3. a situational syllabus. it is one in which the content of language teaching is a collection of real or imaginary situations in which language occurs or is used. a situation usually involves several participants who are engaged in some activity in a specific setting. choosing and integrating syllabi the language occurring in the situation involves a number of functions, combined into a plausible segment of discourse. the primary purpose of situational language teaching syllabus is to teach the language that occurs in the situations. sometimes the situations are purposely relevant to the present or future needs of the language learners, preparing them to use the new language in the kinds of situations that make up the syllabus. examples of situations include: seeing then dentist, complaining to the landlord, buying a book at the bookstore, meeting a new student, asking directions in a new …

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nguage skills. a task-based syllabus. it is similar to content-based syllabus in that both the teaching is not organized around linguistic features of the language being learned but according to some other organizing principle. in taskbased instruction the content of the teaching is a series of complex and purposeful tasks that the students want or need to perform with the language they are learning. the tasks are defined as activities with a purpose other than language learning, but, as in a content-based syllabus, the performance of the tasks is approached in a way that is intended to develop second/foreign language ability. language learning is subordinated to task performance, and language teaching occurs only as the need arises during the performance of a given task. tasks integrate language (and other) skills in specific settings of language use. they differ from situations in that while situational teaching has the goal of teaching …

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nts are simultaneously language students and students of whatever content is being taught. the subject matter is primary, and language learning occurs incidentally to the content learning. the content teaching is not organized around the language 26 teaching, but vice versa. content-based language teaching is concerned with information, while task-based language teaching is concerned with communicative and cognitive processes. an example of content-based language teaching is a science class taught in the language that the students need or want to learn, possibly with linguistic adjustments to make the science more comprehensible. in practice, of course, these different types rarely occur independently of each other. almost all actual language teaching syllabi are combinations of two or more of the types of syllabus described here. types of english syllabus 1. the structural syllabus the structural or grammatical syllabus is doubtless the most familiar of syllabus types. it has a long history, and …

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the syllabus design plan: 1. types of language teaching syllabus 2. choosing and integrating syllabi types of language teaching syllabus key words: syllabus design, english courses "syllabus design for english language teaching". it mainly provides detailed elucidation of the process of designing a syllabus as one of systematic steps of curriculum development in language teaching. curriculum development in language teaching should be done since it implies an effort carried out by the language teachers to improve the quality of language teaching through some stages of systematic planning such as a needs analysis, formulation of learning objectives, development of syllabus and teaching materials, teaching materials’ implementation as well as evaluation to find out the effectiveness of the cu...

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