The various types of syllabi and the host of related issues in the field of second language teaching and course development manifest the significance of syllabus design as one of the most controversial areas of second language pedagogy. Teachers should be familiar with different types of syllabuses and be able to critically analyze them. Issues in Syllabus Design addresses the major types of syllabuses in language course development and provides readers with the theoretical foundations and practical aspects of implementing syllabuses for use in language teaching programs. It starts with an introduction to the concept of syllabus design along with its philosophical foundations and then briefly covers the major syllabus types from a historical perspective and pedagogical significance: the grammatical, situational, skill-based, lexical, genre-based, functional notional, content, task-based, negotiated, and discourse syllabus. This volume helps teachers to be familiar with different types of syllabuses and enables them to critically analyze different syllabus types.
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Chronologically speaking, the view to syllabus design has been changed over the decades of development of the phenomenon of second language learning and teaching, as we go through from language centered methods to learner centered methods and to learning centered methods. An attempt was made in this paper to revisit the concept and the types of syllabus approaches in the realm of second language learning and teaching. Topics analyzed included, the definition of syllabus, the categorization of syllabi types, the introduction of an integrative approach to syllabus design and the presentation of the proposed model to syllabus design. In this paper, I focus on the traditional and critical approaches to syllabus design and introduce an integrative approach and finally I present the proposed model to teachers and syllabus designers to apply in practical contexts.
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A Monthly Double-Blind Peer Reviewed Refereed Open Access International Journal International Journal in Commerce, IT &social sciences http://www.ijmr.net.in email id-irjmss@gmail.com Abstract Designing a syllabus has always been a challenging task for the language teacher. Contemporary syllabus design covers all seven stages of a language operation-right from identifying the learner and his needs to evaluation.The present paper is an attempt to understand the many factors that need to be considered in the framing of a syllabus. An attempt is also made to highlight the different types of syllabi available for the teacher to explore given a particular teaching – learning situation.
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advances in language and literary studies
The paper’s aim is to propose a design a syllabus for the new Muslims who have recently converted to Islam. The syllabus is multifaceted, addressing the basic linguistic, stylistic, and lexical features of 3 surahs (chapters) in the holy book in addition to highlighting the most basic information a new Muslim has to know about the sacred book. These features have been presented and graded according to the needs of the students (new Muslims). Three Surahs (Al Fatihah), (Al Ikhlas), and (Al Nasr) will be presented in their translated and transliterated forms in relation to their original Arabic texts, so as to understand these Arabic words when students listen or try to practice them in their daily five prayers. In addition, a practicum session will be given to students in which they apply what they have learned through the first Surah (Al Fatihah). The practicum session includes the analysis of this Surah using the main seven features presented in the theoretical section. Versions of pre and post questionnaires will be administered with the syllabus to the students to test how far they have benefited from this course.
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International Journal of English Language Teaching
Chronologically speaking, the view to syllabus design has been changed over the decades of development of the phenomenon of second language learning and teaching, as we go through from language centered methods to learner centered methods and to learning centered methods. An attempt was made in this paper to revisit the concept and the types of syllabus approaches in the realm of second language learning and teaching. Topics analyzed included, the definition of syllabus, the categorization of syllabi types, the introduction of an integrative approach to syllabus design and the presentation of the proposed model to syllabus design. In this paper, I focus on the traditional and critical approaches to syllabus design and introduce an integrative approach and finally I present the proposed model to teachers and syllabus designers to apply in practical contexts.
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The Blackwell Encyclopedia of Applied Linguistics
Abstract: Syllabus design involves decisions about the units of classroom instruction and organization, and the order in which they are to be taught, or organized for learners. These decisions are constrained, in different ways, by two purposes that syllabi fulfill in educational settings —to promote “learning” and to ensure “accountability.” With the first of these purposes in mind, choice of the unit of analysis for sequencing whatever is to be worked on in classrooms must draw on what is known of the psycholinguistic processes implicated in second language acquisition (SLA). Consequently, there are variations between proposals for syllabus design which reflect different theoretical positions on the psycholinguistically valid units of analysis for L2 learning, and also the sequence in which they should be presented to learners. One could call these “bottom-up” proposals, made by SLA researchers who are concerned with the complementarity of decisions about units and sequencing with what is known about learning processes, and the levels of L2 attainment that they lead to. On the other hand, syllabi are necessary so that government agencies, institutions, and teachers can be accountable for what is taught in a program, and so that comparisons can be made across institutions, enabling instruction to be coordinated across settings and national boundaries (North, 2001). One could call these “top-down” proposals, which are concerned with the feasibility of implementing decisions about syllabus design across a range of settings and languages taught, and with how comparable their concomitant assessment procedures are with respect to the societal goals of L2 education. Since these “top-down” implementational considerations must logically assume the correctness of one or another of the “bottom-up” language-learning process proposals for syllabus design, only the latter are described in what follows.
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The Blackwell Handbook of Language Teaching
