Вы находитесь на странице: 1из 3

EFL Syllabus Design.

3.4.1. Introduction
Having identified and acknowledged the vital importance of autonomy (section 3.2) and affect (section 3.3)
in the language classroom, it is equally vital that these considerations be built into language programmes,
curricula, syllabi, lesson plans (Reid 1999:298) and teacher-training programmes. This section therefore
investigates syllabus design from the perspective of identifying an appropriate vehicle for language learning
in a student centred, self-directed, non-threatening, holistic, cooperative learning situation, and proposes the
task-based process syllabus as suitable for this role. Practical implementation of any educational
infrastructure, however, must rely on the teachers, for whom the language programme will need to provide
appropriate training, professional support and development opportunities, in order to encourage the positive,
trusting relationships in the classroom, which are indispensable for the promotion of student/ teacher
confidence, motivation, and independence (section 3.3.7), and hence for language learning.
Written thirteen years ago, Breen's article Contemporary paradigms in syllabus design (1987a) is still
relevant at the beginning of the 21st century, and provides the basis for this review, subject to the
observation that his 'main' classifications (formal, functional, task-based, and process) do not necessarily
reflect relative importance in the EFL field. Curriculum/syllabus
Institutional curricula and syllabi, generally seen as indispensable units of second language programmes,
can take various forms, can represent various theories of learning, and can be realised in various ways.
Only recently, however, with the advent of the "Process Syllabus" (Breen 1984a & b; 1987a & b), has the all
inclusive "defined curriculum" (Stern 1983:421) been challenged, mainly in terms of questioning who should
make curricular decisions (course designers, teachers, students, parents, etc.), who should be responsible
for finding ways and methods of implementing those decisions, and whether they are in reality carried out in
the classroom (Allwright 1984b; Yule et al. 1992). Before reviewing language-syllabus design, however, it is
necessary to address a confusion in the literature between the terms 'curriculum' and 'syllabus', since these
can at times be very close in meaning, depending on the context in which they are used (Nunan 1988c:3). Curriculum
The concept of 'curriculum' has been important in second-language programmes throughout the history of
EFL/ESL, though 'curriculum theory' as a field of educational studies is fairly new (Stern 1983:434). It is not
surprising therefore, that as with other generally accepted and widely-used terms (e.g. 'autonomy',
'communicative'), there is little general agreement on actual form and function, though interpretations do fall
into two main camps. In the first of these, the term 'curriculum' refers to the substance of a programme of
studies of an educational system. Stenhouse (1975) describes the curriculum as "an attempt to
communicate the essential properties and features of an educational proposal in such a form that it is open
to critical scrutiny and capable of effective translation into practice" (Stenhouse 1975:4),
and Allen (1984)proposes:
... [a] clear distinction, similar to that which has been prevalent in Europe, the curriculum being concerned
with planning, implementation, evaluation, management, and administration of education programmes, and
the syllabus focusing more narrowly on the selection and grading of content.(1984:61, cited in Nunan
In the second (and more recent) meaning, 'curriculum' includes the entire teaching/learning process,
including materials, equipment, examinations, and the training of teachers. In this view, curriculum is
concerned with "what can and should be taught to whom, when, and how" (Eisner & Vallance 1974:2).
Thus Nunan adds to his curriculum "elements designated by the term syllabus along with considerations of
methodology and evaluation" (Nunan 1988c:14), and White et al. see curriculum as "concerned with
objectives and methods as well as content" (White et al. 1991:168). Such a definition involvesconsideration
of the philosophical, social and administrative factors of a Programme. Despite these different
perspectives, Stern (1983:436) identifies three major components recognised by curriculum philosophies,
which are further amplified by Breen & Candlin (1980) and Stenhouse (1975) (table 26, below):
Stern (1983) Breen & Candlin (1980) Stenhouse (1975)
i) purposes and content; i) language teaching i) planning;
(what is to be learned?); ii) empirical study;
ii) instruction; ii) methodology
(how is the learning to be undertaken and iii) justification.
iii) evaluation. iii) evaluation (to what extent is i) appropriate
and ii) effective?). Syllabus
Definitions of 'syllabus' vary from Breen's very general definition (similar to some of the definitions of
'curriculum' already mentioned):
the meeting point of a perspective upon language itself, upon using language, and upon teaching and
learning which is a contemporary and commonly accepted interpretation of the harmonious links
between theory, research, and classroom practice. (1987a:83)
... to Prabhu's more specific "specification of what is to be learnt" (1987:89). For Allen (1984), the syllabus is
"... that subpart of curriculum which is concerned with a specification of what units will betaught" (Allen
1984:61), whereas for Yalden (1987), it is primarily a teacher's statement about objectives and content, with
formal and functional components in a dual progression of linear and spiral learning (cf.Stern
1984:14). Brumfit (1984d) specifies content (linguistic, sociolinguistic, pragmatic, cultural, substantive),
and also sequences the learning that takes place, while Nunan (1988c) takes a wider, non-specific view of
"... a framework within which activities can be carried out: a teaching device to facilitate learning" (1988c:6),
and Prabhu (1987) proposes "a form of support for the teaching activity that is planned in the classroom and
a form of guidance in the construction of appropriate teaching materials" (1987:86). In contrast,
Kumaravadivelu sees the syllabus as "a preplanned, preordained, presequenced inventory of linguistic
specifications imposed in most cases on teachers and learners" and claims that this is a "widely recognized"
perspective (1993b:72).
A universal definition for "syllabus" therefore seems impractical, since different educational theories and
approaches differ on syllabus goals and functions. What can be said is that syllabi tend to be
representations, reflecting the originator's ideas about language learning:
every syllabus is a particular representation of knowledge and capabilities. And this representation will be
shaped by the designer's views concerning the nature of language, how the language may be most
appropriately taught or presented to learners, and how the language may be productively worked upon
during learning. (Breen, 1987a:83)
3.4.2. Syllabus types
The evolution of syllabus design can be seen as a progression of assumptions about language
learning,classified by Breen according to two main paradigms[1] or frames of reference, one of these
beingestablished and prevailing (termed 'propositional' (after the notion of propositional representation of
knowledge from cognitive science [e.g. Rumelhart & Norman 1983]), and the other recently
emerging(termed 'process') (Breen 1987a:81). In second language learning the established paradigm is
typified byformal and functional syllabi and interprets language through a propositional plan and a
formal, system-based statement of the knowledge and capabilities required when studying a new language.
The emergentparadigm is concerned with how something is done (Breen 1987b:160), including how to
communicate in the classroom and how to learn how to communicate, and is typified in task-
based and process syllabi:
In essence, each of the four types of syllabus offer alternative answers to the question: What does a learner
of a new language need to know, and what does a learner need to be able to do with this
knowledge?" (Breen 1987a:85).
In examining each syllabus type, Breen further breaks this question down into five sub-questions: i) "What
knowledge does it focus on?"; ii) "What capabilities does it focus on and prioritise?"; iii) "On what basis does
it select and subdivide what is to be learned?"; iv) "How does it sequence what is to be learned?"; and v) "
What is its rationale?"
Long & Crookes (1993), paralleling Breen's attention to paradigms, suggest a distinction between "two
superordinate categories, analytic and synthetic syllabi" (1993:11 cf.Wilkins 1974;1976), and White
(1988) further distinguishes between "Type A" and "Type B" syllabi (1988:44). The term 'synthetic' refers
here to structural, lexical, notional, functional, and most situational and topical syllabi, in which acquisition is
a process of gradual accumulation of separately taught parts, building up to the whole structure of the
language. The learner is exposed to a deliberately limited sample of language at any time, and has to "re-
synthesise the language that has been broken down into a large number of small pieces with the aim of
making this learning task easier" (Wilkins 1976:2). Thus synthetic syllabi:
... rely on learner's (assumed) ability to learn a language in parts (e.g. structures and functions)
independently of one another, and also to integrate, or synthesise, the pieces when the time comes to use
them for communicative purposes. (Long & Crookes 1993:12)
In 'analytic' syllabi, prior analysis of the total language system into a set of discrete pieces of language is
largely unnecessary: "Analytic approaches ... are organised in terms of the purposes for which people are
learning language and the kinds of language performance that are necessary to meet those purposes"
(Wilkins 1976:13). Thus 'analytic' refers not to what the syllabus designer does, but to the operations
required of the learner. "Since we are inviting the learner, directly or indirectly, to recognise the linguistic
components of the language he is acquiring, we are in effect basing our approach on the learner's analytic
capabilities" (Wilkins 1976:14). Analytic syllabi present the L2 in chunks, without linguistic interference or
control, and rely on the learner's ability to induce and infer language rules, as well as on innate knowledge
of linguistic universals. Procedural, process and task syllabi are examples of the analytic syllabus (cf. Long
& Crookes 1993:11).
White's Type A and Type B syllabi (White 1988:59) contrast an interventionist and a non-interventionist
approach, being respectively concerned with the "What?" and the "How" of learning, and are similar to
Breens' propositional and process paradigms. Thus Type A syllabi focus on content and the pre-specification
of linguistic or skill objectives, and Type B on an experiential, 'natural growth' approach, "which aims to
immerse the learners in real-life communication without any artificial pre-selection or arrangement of items"
(Allen 1984:65) (table 27, below):
Type A: What is to be learnt? Type B: How is it to be learnt?
Interventionist Non-interventionist
External to the learner Internal to the learner
Other directed Inner directed or self fulfilling
Determined by authority Negotiated between learners and teachers
Teacher as decision-maker Learner and teacher as joint decision makers
Content = what the subject is to the expert Content = what the subject is to the learner
Content = a gift to the learner from the teacher or Content = what the learner brings and wants
Objectives defined in advance Objectives described afterwards
Assessment by achievement or by mastery Assessment in relationship to learners' criteria of
Doing things to the learner Doing things for or with the learner.
White further classifies language syllabus types into content-based, skills-based and method-based syllabi,
the first two being represented by the propositional paradigm (including situational and topic-based syllabi),
and the latter by the process paradigm (task-based and process-based syllabi) (figure 14, below):.
Bases for language syllabi

Structural Informational Receptive/ Learning focus Cognitive focus
focus focus Productive Learner-led Task-based.

Contextual Notional/ Functional
focus focus


Irrespective of these different perspectives, every syllabus is seen by Breen as subject to six universal
requirements, which require the designer to i) focus upon; ii) select; iii) subdivide; and iv) sequence the
appropriate outcomes of language learning (Breen 1987a:83):
Provision of an accessible framework of required knowledge and skills;
Provision of continuity for its users;
Ability to give a retrospective account of what has been achieved;
Evaluation - provision of accountability to colleagues, to learners, and to the wider institution and society;
Precision of purpose, so that it may be assessed for appropriateness through implementation;
Sensitivity to the environment for which the plan is intended. (cf. Breen 1987a:82)