Here are some key points about syllabus types from the document: - A syllabus guides both the teacher and learner by providing goals. It combines subject matter and linguistic matter. - Common types include procedural, cultural, situational, skill-based, structural, task-based, and content-based. - A multi-dimensional syllabus incorporates different focuses flexibly. - It's uncommon for one type to be used fully alone. The best approach combines types and connects them. - Choosing depends on teaching procedures. Factors like learner needs should also be considered.

1. SYLLABI IN ENGLISH
LANGUAGE
TEACHING
Presented by Julie Howell

2. FUNCTION OF A SYLLABUS
 “…A language teaching syllabus involves the
combination of subject matter (what to teach) and
linguistic matter (how to teach). It actually
performs as a guide for both teacher and learner
by providing some goals to be accomplished.
Syllabus, in fact, deals with linguistic theory and
theories of language learning and how they are
utilized in the classroom” (Mohseni, 2008).

3. TYPES OF SYLLABI
Procedural Syllabus Cultural Syllabus
 Focus on meaning will lead to • The aim of this syllabus is to teach
the following about culture.
structure being learned.
 Course is arranged around tasks — A research-minded outlook
— The learner’s own country
helping the learner
— Knowledge about the target culture
subconsciously perceive the — Affective goals; interest, intellectual
language while consciously curiosity, and empathy.
focusing on solving the meaning — Awareness of its characteristics and of
differences between the target culture
behind the tasks (Mohseni, 2008). — Emphasis on the understanding socio-
 Examples of tasks: information cultural implications of language and
language use
and opinion-gap activities (Mohseni, 2008)

4. TYPES OF SYLLABI
Situational Syllabus Skill-based Syllabus
 Use situations to guide language  Language skills are acquired for
teaching because “language is the purpose of situational or
related to the situational use in context.
contexts in which it occurs”  Merges pronunciation,
(Mohseni, 2008). vocabulary, and grammar with
listening to language with a
 The main principle of a
purpose: writing and speaking.
situational language teaching  The purpose of this syllabus is
syllabus is to teach the language for the ELL to develop language
that occurs in the situations. skills

5. TYPES OF SYLLABI
Structural or Formal Syllabus A Multi-Dimensional Syllabus
 Traditional syllabus that focuses on  A flexible syllabus designed to
language form. incorporate all types of focuses: i.e.
 Structural steps structure and situational can be
 Structural complexity, difficulty, taught.
regularity, utility, and frequency.
 “The learner is expected to master
each structural step and add it to “The underlying principle is that there
his/her grammar collection” should be flexibility to change the
(Mohseni, 2008). central point of the teaching material
 This is done through “highly as the course unfolds. This will lead to
controlled, tightly structured, and a syllabus design which is flexible, less
sequenced pattern practice drills” rigid and more responsive to the
(Mohseni, 2008). various student language needs”
(Mohseni, 2008).

6. TYPES OF SYLLABI
Task-based Syllabus Process Syllabus
 Tasks and activities are used to  Designed and reorganized according
promote language learning. to students wants or designed in an
 Application and practice of language.
ongoing way.
 “Tasks are best defined as activities
with a purpose other than language
 Provides opportunities for alternative
learning so as to develop second procedures and activities for the
language ability” (Mohseni, 2008). classroom group.
“The most important point is that tasks
must be relevant to the real world “It explicitly attends to teaching and
language needs of the learner. It learning and particularly the possible
should be a meaningful task so as to interrelationships between subject
enhance learning” (Mohseni, 2008). matter, learning and the potential
contributions of a classroom”
(Mohseni, 2008).

7. TYPES OF SYLLABI
Learner-led Syllabus Proportional Syllabus
 The instructor uses a pre-  Emphasizes what will be taught
arranged syllabus as a guide, but rather than what will be learned.
the learners create and modify  Use themes within a unit, chosen
the syllabus increasing interest
and motivation to develop by the learner, to emphasize
language skills. language form and then shift to
language interaction.
 Potential to fail due to lack of
structure. (I.e. , how are students  Tries to develop overall
capable of designing a syllabus competence.
when they don’t know what is “Appropriate and applicable for
important to learn?) learners who lack exposure to the
target language beyond the
classroom” (Mohseni, 2008).

8. TYPES OF SYLLABI
Content-based Syllabus Notional/Functional Syllabus
 Teach content using the TL.  Emphasis on purpose of
 Subject matter is of primary communication and meaning of
importance, but language language.
learning occurs along with  Needs analysis is needed in
content.
order to create the syllabus.
 Students of language and
content.
 Some linguistic adjustments may
need to be made to make
content understandable.

9. TYPES OF SYLLABI
Lexical Syllabus Even though there are a number of
types of syllabi:
 Focus on vocabulary; specific words
and phrases that frequently appear in
“…it is uncommon for one type of
books and conversation.
syllabus to be utilized fully in actual
 Learn from examining corpus of
teaching settings”(Mohseni, 2008).
language or sentences.
“By exposing learners to carefully
selected language, and by arming
them with analyzing that language for
themselves, the syllabus helps the
learners successfully achieve their
goals” (Mohseni, 2008).

10. WHAT TYPE OF SYLLABUS SHOULD YOU
USE?
 It depends on how you teach. Choose one that fits your
teaching procedures.
“…The way in which the instructional content is employed in the real
teaching procedure is the determining element in choosing a syllabus”
(Mohseni, 2008).
 But don’t forget to use multiple types
“it should be kept in mind that the question is not which type to
choose but which types and how to connect them with each other”
(Mohseni, 2008).

11. IDEAS TO KEEP IN MIND WHEN
CHOOSING A SYLLABUS DESIGN
 “No single type of syllabus is appropriate for all teaching
settings” (Mohseni, 2008).
 When choosing a syllabus design “take into account all the
potential factors that may affect the teachability of a specific
syllabus” (Mohseni, 2008).

12. QUESTIONS
Question 1:
What combination of types would you use in creating a syllabus?
Which type would be dominant? Justify how your choice fits with
your teaching procedures.
“it should be kept in mind that the question is not which type to choose but
which types and how to connect them with each other”
(Mohseni, 2008).
Question 2:
How would you connect the two types you chose together into
your syllabus?

13. WORKS CITED
Mohseni, M. (2008) An overview of syllabuses in
English language teaching. Retrieved from
Karen’s Linguistics Issues.
http://www3.telus.net/linguisticsissues/