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Luis Octavio Canseco Garca / Escuela de Idiomas / Universidad Regional del Sureste / Oaxaca
Luis Octavio Canseco Garca / Escuela de Idiomas / Universidad Regional del Sureste / Oaxaca
paradigms,
Luis Octavio Canseco Garca / Escuela de Idiomas / Universidad Regional del Sureste / Oaxaca
In
syllabus
development
(Nunan
2001): this approach controls the analysis of the target language into its discrete phonological, lexical and
Luis Octavio Canseco Garca / Escuela de Idiomas / Universidad Regional del Sureste / Oaxaca
The
synthetic
syllabus
relies
on
communicative purposes.
Luis Octavio Canseco Garca / Escuela de Idiomas / Universidad Regional del Sureste / Oaxaca
The synthetic
'traditional' way of organizing the syllabus, and reflect the common-sense belief that the central role of instruction is to simplify the learning challenge for the student. Structural, lexical notional, and
Luis Octavio Canseco Garca / Escuela de Idiomas / Universidad Regional del Sureste / Oaxaca
Luis Octavio Canseco Garca / Escuela de Idiomas / Universidad Regional del Sureste / Oaxaca
The learner is expected to master each structural step and add it to her grammar collection. As such, the focus is on the outcomes or the product.
Luis Octavio Canseco Garca / Escuela de Idiomas / Universidad Regional del Sureste / Oaxaca
In
structural units
syllabi, or
grammar organized
around
isolated
morphosyntactic
structures
or
The selection of such units is based on descriptive grammar and on a general consensus about the
Structural
syllabi
are
the
most
Luis Octavio Canseco Garca / Escuela de Idiomas / Universidad Regional del Sureste / Oaxaca
grammatical analysis, it may fit in well with what they are discovering about the language.
Luis Octavio Canseco Garca / Escuela de Idiomas / Universidad Regional del Sureste / Oaxaca
A structural syllabus does not address the immediate communication needs of the learner who is learning a language within the context of a community where the language is spoken. In fact, the sociolinguistic aspects of
syllabus.
Luis Octavio Canseco Garca / Escuela de Idiomas / Universidad Regional del Sureste / Oaxaca
Luis Octavio Canseco Garca / Escuela de Idiomas / Universidad Regional del Sureste / Oaxaca
lexis,
or
words
and
word
combinations.
Luis Octavio Canseco Garca / Escuela de Idiomas / Universidad Regional del Sureste / Oaxaca
It is based on the idea that an important part of language acquisition is the ability to comprehend and produce lexical phrases as unanalyzed wholes, or chunks, and that these chunks become the raw
data by which
patterns
95).
learners
perceive
of
language
traditionally
(Lewis, 1993, p.
thought of as grammar
Luis Octavio Canseco Garca / Escuela de Idiomas / Universidad Regional del Sureste / Oaxaca
carefully
selected
corpus
of
language that reflects - as far as possible - the language of the target discourse community. This could of course be a specialist or general corpus.
Luis Octavio Canseco Garca / Escuela de Idiomas / Universidad Regional del Sureste / Oaxaca
The analysis can offer the syllabus designer lists of the most frequent
words,
information
their
meanings
their
and
typical
about
grammatical
and
lexical
environments, i.e. the collocations and patterns that words occur in.
Luis Octavio Canseco Garca / Escuela de Idiomas / Universidad Regional del Sureste / Oaxaca
So
lexical
syllabus
includes
Luis Octavio Canseco Garca / Escuela de Idiomas / Universidad Regional del Sureste / Oaxaca
A lexical syllabus can account for a far higher proportion of text and offer a more thorough coverage of the language of the target discourse situation than other syllabus types.
Luis Octavio Canseco Garca / Escuela de Idiomas / Universidad Regional del Sureste / Oaxaca
of
words
with
their
collocations,
clear, unambiguous and accessible everybody can recognize what a word is, and its phrases and patterns are fairly easily identifiable.
Luis Octavio Canseco Garca / Escuela de Idiomas / Universidad Regional del Sureste / Oaxaca
Unfortunately
lexical
syllabus
Luis Octavio Canseco Garca / Escuela de Idiomas / Universidad Regional del Sureste / Oaxaca
For example: most of the 700 most frequent words (which would seem a reasonable target for a 120 hour
2100 items.
Luis Octavio Canseco Garca / Escuela de Idiomas / Universidad Regional del Sureste / Oaxaca
Luis Octavio Canseco Garca / Escuela de Idiomas / Universidad Regional del Sureste / Oaxaca
The
point
of
departure
rather
became
than
situational
needs
grammatical units.
Here,
the
principal
organizing
characteristic is a list of situations which reflects the way language and behavior are used everyday outside the classroom.
Luis Octavio Canseco Garca / Escuela de Idiomas / Universidad Regional del Sureste / Oaxaca
medium.
The linguistic premise of this syllabus is that language is always used in context, never in isolation and the choice of
The educational premise is that there should be a different syllabus for different learners, based on the
Luis Octavio Canseco Garca / Escuela de Idiomas / Universidad Regional del Sureste / Oaxaca
In a situational syllabus the content of language teaching is formed by a range of real or imaginary behavioral or experiential situations in which a
Luis Octavio Canseco Garca / Escuela de Idiomas / Universidad Regional del Sureste / Oaxaca
The situational syllabus provides for concrete contexts within which to learn language structures, thus making it easier for most learners to visualize, and this, in turn, helps in promoting students motivation.
Luis Octavio Canseco Garca / Escuela de Idiomas / Universidad Regional del Sureste / Oaxaca
The designer of a situational syllabus attempts to predict those situations in which the learner will find him/herself,
Luis Octavio Canseco Garca / Escuela de Idiomas / Universidad Regional del Sureste / Oaxaca
The
underlying
assumption
in
situation syllabus is that language is related to the situational contexts in which it occurs.
Luis Octavio Canseco Garca / Escuela de Idiomas / Universidad Regional del Sureste / Oaxaca
The Notional/Functional
Approach
Notional / Functional Syllabus
Luis Octavio Canseco Garca / Escuela de Idiomas / Universidad Regional del Sureste / Oaxaca
The starting point for a syllabus of this kind is the communicative purpose and conceptual meaning of language i.e. functions and notions, as opposed to grammatical items and situational
elements
which
remain
but
are
One
advantage
of approach
the (a
notional/functional
Luis Octavio Canseco Garca / Escuela de Idiomas / Universidad Regional del Sureste / Oaxaca
functional-notional
syllabus
is
analysis
learners'
but
on
an
and/or
analysis
of
social
vocational
communicative needs.
Luis Octavio Canseco Garca / Escuela de Idiomas / Universidad Regional del Sureste / Oaxaca
This
syllabus
holds
that
the
classification of skill levels should be based on what people want to do with the language (functions) or in terms of what meanings people want to convey (notions).
Luis Octavio Canseco Garca / Escuela de Idiomas / Universidad Regional del Sureste / Oaxaca
language, language content will be context-dependent, drawing ideas from sociolinguistics and viewing language as interpersonal rather than a personal behavior.
Luis Octavio Canseco Garca / Escuela de Idiomas / Universidad Regional del Sureste / Oaxaca
This type of syllabus makes the assumption that the learner's needs,
Luis Octavio Canseco Garca / Escuela de Idiomas / Universidad Regional del Sureste / Oaxaca
Luis Octavio Canseco Garca / Escuela de Idiomas / Universidad Regional del Sureste / Oaxaca
This type of syllabus has been developed from a sociolinguistic viewpoint with the primary purpose of identifying the elements of a target language which its learners, as
Functional / Notional syllabuses have proved very popular as a basis for organising courses and materials for the following reasons:
They reflect a more comprehensive view of language than grammar syllabuses and focus on the use of the language rather than linguistic form. They can readily be linked to other types of syllabus content (e.g. topics, grammar, vocabulary). They provide a convenient framework for the design of teaching materials, particularly in the domains of listening and speaking.
Luis Octavio Canseco Garca / Escuela de Idiomas / Universidad Regional del Sureste / Oaxaca
The Content-Based
Approach
Content-based Syllabus
Luis Octavio Canseco Garca / Escuela de Idiomas / Universidad Regional del Sureste / Oaxaca
to
teach
some
content
or
information using the language that the students are also learning.
The
students
are
simultaneously
The subject matter is primary, and language learning occurs incidentally to the content
learning. The content teaching is not organized around but the vice-
language
teaching,
versa.
Luis Octavio Canseco Garca / Escuela de Idiomas / Universidad Regional del Sureste / Oaxaca
An
example
of
content-based
language teaching is a science class taught in the language the students need or want to learn, possibly with linguistic adjustment to make the
Luis Octavio Canseco Garca / Escuela de Idiomas / Universidad Regional del Sureste / Oaxaca
Luis Octavio Canseco Garca / Escuela de Idiomas / Universidad Regional del Sureste / Oaxaca
The content of this type of syllabus is a collection of specific abilities that may play a part in using language. Skills are things that people must be
able to do to be competent in a
language, relatively independently of the situation or setting in which the language use can occur.
Luis Octavio Canseco Garca / Escuela de Idiomas / Universidad Regional del Sureste / Oaxaca
The primary purpose of skill-based instruction is to learn the specific language skill. A possible secondary purpose is to develop more general competence in the language, learning only
language skills.
Luis Octavio Canseco Garca / Escuela de Idiomas / Universidad Regional del Sureste / Oaxaca
Bibliography
Breen, M.P. (1984): Process Syllabuses for the Language Classroom in Brumfit, C.J. (ed): General English Syllabus Design, ELT Documents 118. London, Pergamon Press/British Council. Candlin, C.N. (1984): Syllabus Design as a Critical Process. in Brumfit, C.J. (ed): General English Syllabus Design, ELT Documents 118. London, Pergamon Press/British Council. Johnson, R.K. (1989): A Decision-Making Framework for the Coherent Language Curriculum. in Johnson, R.K. (ed): The Second Language Curriculum. Cambridge, Cambridge University Press. Lewis, M. (1993). The lexical approach: The state of ELT and the way forward. Hove, England: Language Teaching Publications. Nunan, D. 2001. Syllabus design. In M. Celce-Murcia (ed.) Teaching English as a Second or Foreign Language. Boston MA: Thomson Heinle. Pienemann, M. (1985): Learnability and Syllabus Construction. in Hyltenstam and Pienemann (eds): Modelling and Assessing Second Language Aquisition. Clevedon, Multilingual Matters.