SlideShare ist ein Scribd-Unternehmen logo
1 von 34
English Syllabus and
Classroom Instructional Design
Taught by Dr. Enny Irawati
Six types of Syllabus
Structural Syllabus
Notional/ Functional Syllabus
Presented by:
Atik Sri Rahayu Luki Emiliya Hidayat
Fajar Ningtyas Masrurin Lailiyah
Ida Prasetyaning Jati Nurohman
Jazilatur Rizqiyah Suhandoko
Six Types of Syllabus
1.Structural Syllabus
2.Functional/ Notional Syllabus
3.Situational syllabus
4.Skill- based syllabus
5.Task- based syllabus
6.Content based syllabus
1. Structural/ Formal Syllabus
 This type of syllabus contains a collection of the
forms and structures, usually grammatical of the
language.
 It covers nouns, verbs, adjectives, statements,
questions, complex sentences, subordinate clauses,
past tense and other aspects of language form such
as pronunciation or morphology.
2. A notional / functional syllabus
 This type of syllabus contains a collection of the
functions that are performed when language is used.
 It includes: informing, agreeing, apologizing,
requesting, promising, and so on. Examples of
notions include size, age, color, comparison, time,
etc.
3. A Situational Syllabus
 A situational syllabus contains a collection of real or
imaginary situations in which language occurs or is
used.
 It usually involves several participants who are
engaged in some activities in a specific setting. The
primary purpose : to teach the language that occurs
in the situations.
For examples:
Seeing the dentist, buying a book at the book store,
meeting a new student, asking directions in a new
town, etc.
4. A Skill-based Syllabus
 A skill-based syllabus contains 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.
 The main purpose : to learn the specific language
skills.
5. A Task-based Syllabus
 This type of syllabus is similar with Content-based
Syllabus. Both of these syllabus do not organized the
teaching with the linguistics features of the language
being learned.
 It contains a series of complex and purposeful tasks
that the students want or need to perform with the
language they are learning.
6. A Content-based Syllabus
 Krahnke (1987) stated that this type of syllabus is not
really a language teaching syllabus at all.
 The primary purpose: to teach some extent content
or information using the language that the students
are learning.
 The content teaching is not organized around the
language teaching, but vice versa.
 A content-based language teaching is concerned with
information, while task-based language teaching is
concerned with communicative and cognitive
process.
S
T
R
U
C
T
U
R
A
L
Definition
 Structural syllabus focuses on grammatical forms.
 Structural syllabus is constructed based on the theory that
assumes that the grammatical or structural aspects of
language form are the basic or useful.
 Structural syllabi has most been associated with
Grammar Translation Method, Audiolingualism, Silent Way.
(McKay in Brown, 1995:7)
S
Y
L
L
A
B
U
S
Theoretical Base
 Language is a system which consists of a set of grammatical
rules (learning them and apply to practical language use)
 The syllabus input is selected and graded according to
grammatical notions of simplicity and complexity.
 This type of syllabus maintains that it is easier for students
to learn a language if they are exposed to one part of the
grammatical system at a time.
S
T
R
U
C
T
U
R
A
L
Content
Top priority to teaching the grammaror
structure of the target language.
 A list of linguistic structures (noun, verb, pronoun, adjective,
singular, plural, present tense, past tense and so on)
 A list of words, that is, the lexicon to be taught (singular plural
markings, the forms marking the tense system of the
language, and special morphology such as determiners and
articles, prepositions, and so on)
S
Y
L
L
A
B
U
S
Cont
Key features
 The key features of structural syllabus is synthetic
(requires analysis of language/ content i.e. word frequency,
grammatical analysis, and discourse analysis.
 In synthetic syllabus, different parts of language are
taught separately and step by step. So
that learners’ acquisition on the language is gradually the
accumulation of parts until the whole structure
S
T
R
U
C
T
U
R
A
L
Consideration for sequencing or
grading the contentS
Y
L
L
A
B
U
S
Cont
Typically, the consideration for sequencing or grading the content in
structural syllabus is starting with easy structures and gradually
progressing to the difficult ones or from the most frequently used
structures to the less frequently used ones. (J.D. Brown, 1995:8)
Selection and sequencing of vocabulary in a structural syllabus are
done with the help of the criteria mentioned by Michael West (1953):
a) Frequency: The number of times the word appears in our use of
language.
b) Range: The number of texts / areas in which the item is found.
c) Availability: Most appropriate and necessary for certain
situations.
d) Familiarity: Most familiar words.
e) Coverage: The degree to which a word covers other words.
f) Learnability: Easily learnable.
Krahnke (1987) claimed that there is no ultimate way to solve
the sequencing problem. Even if it exists, it is lack of empirical
evidence.
Example of Structural Syllabus
The following sample headings are taken from Azar’ Understanding
and Using English Grammar
Chapter 1 Verb Tense
1-1 The simple tenses
1-2 The progressive tenses
1-3 The perfect tense
1-4 The perfect progressive tense
1-5 Summary chart of verb tenses
1-6 Spelling of –ing and –ed forms
Chapter 2 Modal Auxiliaries and similar expressions
…..
Chapter 3 The Passive
…
Chapter 4 Gerunds and Infinitive
…..
THE NEGATIVE
CHARACTERISTICS OF
STRUCTURAL SYLLABI
The most important of these is
the usability, applicability, or
transferability of structural
knowledge.
Studies of the relationship of teaching of language
form to writing ability in the learners' first language,
for example, have shown that it has no measurable
effect on any aspect of their writing ability
(Hartwell,1985).
The second major drawback to
structure-based instruction is that it
can mislead learners into thinking
they are learning a language when,
in fact, they are learning facts or
information about a language
The third drawback to structural
syllabi is a result of the sequencing or
grading problems referred to earlier.
A strictly structural syllabus
prevents students from
producing structures they have
not been taught.
Criticism
During the 1970s, the use of structural syllabuses came under
increasing criticism. Let us look at some of the criticisms:
1. One early criticism was that structurally graded syllabuses
misrepresented the nature of that complex phenomenon
of language.
2. SLA researchers state that grammatical grading of content
interferes with language acquisition which is more a
global than a linear process.
3. Form and meaning are emphasized and therefore, functional
aspect of meaning is ignored.
4. Meaning of words and sentences is taught in isolation
within a particular grammatical form.
5. What is taught within this view is items present in a structure.
6. The attack on grammatical syllabus is in part an attack on the view
that language must be taught as a body of knowledge, a
package that the teacher passes to the learner.
Functional/ Notional Syllabus
Notional/ functionalism defines them in two ways.
1. Notions (categories of meaning)
Semanticogrammatical categories which are usually charac
terized by interaction between categories of meaning
and grammatical forms in most languages (Wilkins:1978)
(time, duration, quantity, agent, instrument, place, and many
others
2. Functions
The uses to which language forms are put on commu
nicative purposes. (agreement, greeting, approval, predict
ion, requesting, directions, apologizing, and so on).
Differing relationships between form and function
Functional/ Notional Syllabus
Cont.
• The determination of what notions, functions, and forms to in
clude in a teaching syllabus is often regarded as part of
notional/ functionalism.
• Actually, notional/ functionalism is a procedure for desig
ning a syllabus or choosing content for a specific syllabus, but
it is not a part of the content of the syllabus itself.
• Determining specific syllabus content involves
1. examining the type of discourse the learners are going to
need to engage in,
2. noting the notions and functions and the specific forms that
are used to express them in the types of discourse involved,
3. putting them together into a language-teaching syllabus
Sequencing and grading
Sequencing and grading of language material do
not seem to be of major concern to
notional/functional syllabus designers. Little in the
literature discusses principles for sequencing
material, and the question is raised.
The notional syllabus, it is claimed, develops
students' ability to do this [become
communicatively competent] by
accounting for communicative competence within
the actual design of the syllabus itself.
(Widdowson, 1979)
POSITIVE CHARACTERISTICS
• Including information about how language is used in the
teaching syllabus potentially increases the usefulness
of language instruction (Finocchiaro & Brumfit, 1983)
• Students will be better able to function in written and
spoken interaction
• Students will have more experience with.
• Students will have more knowledge about which language f
orms do what in new language
• Students will have had exposure to at least some
real or simulated interaction in the language
• Students may view the language more as a communica
tive system
Example
Function: Giving order
Can be done by, for example:
• Shut the door
• Let the AC on
• I’m having dinner at home (means: prepare
for it)
• I need to go to the airport (means: tell the
driver to take me there)
• I will join the party tonight (means: give
me my tuxedo)
Keyword: Function, experience,
interaction, exposure
This school needs better
trash management and I
dedicate myself to be pa
rt of it. Let’s collect the t
rash after school and th
en classify them into thr
ee categories.
Seriously?
Hm... Inter
esting!
Exclude me. I have
many tasks to do.
NEGATIVE CHARACTERISTICS
• It will do little to develop interactional and
communicative ability if the isolated-
functions are not synthesized into discourse.
• The instruction is less generalizable than
Structural syllabus
• If it is presented entirely in short utterances/exchanges
and units of discourse, students may be unable to
handle the new language in longer, connected discourse
• It can become primarily a vehicle for teaching ‘routines’
and ‘patterns’
• Role of ‘routines’ and ‘pattern’ is open to dispute
Routines
Short formulaic utterances generally used to perform specific function
E.g.: No, thank you --- polite refusal
A: Hello, how are you?
B: Hi, I’m fine, and you?
A: I’m fine too. Thanks.
A week later in different occasion:
C: Hi, how are you doing?
B: ??? (don’t know what to say)
Patterns
Utterances with open slots into which various lexical items can be
inserted
E.g.:
Would you like to ___________? Have you ever _________?
I learn English because _______ I don’t like _______
What do you think of _______?
Solution
• Avoid teaching relatively frozen phrases
• Avoid unanalyzed ‘routines’
• Use productive structures
• Use appropriate instructional techniques
APPLICATION
• In the development of specific teaching programs for specific purposes,
notional/functional syllabus may be appropriately used to define the
content of such courses
• Littlewood (1981) claimed that it will lead to more ‘communicative ability’
---- > (but it is not empirically validated)
• Learners have to synthesize pieces of information about the new
language by their own
• When combined with a more interactional methodolology and an
acquisition-based theory of language, notional/functional instructional
content may lead to more functional ability
• For instructional programs whose goals are structural knowledge, it is
still a possible choice
• It may be an excellent way to impart conscious knowledge of the
structure and function of a language
Mini Curriculum with Function as
Organizing Principle
Title or Function Apologizing
Situation Department store (returning
something)
Communicative expressions or formula I’m sorry. Would it possible if___?
Structures Simple past; present perfect
Nouns Shirt
Verbs Buy; wear
Adjectives Small
Adverbs Too
Structure words You
Miscellaneous Dates
Activities Aural comprehension; Indirect speech;
Changing register
That’s it...
References
Brown, James Dean. 1995. The Elements of Language
Curriculum: A Systematic to Program Development.
Heinle & Heinle Publishers: USA
Krahnke, Karl. 1987. Approaches to Syllabus Design For
Foreign Language Teaching. Language and Education:
Theory and Practice. Prentice Hall. NY
West, Michael. 1953. The General Service List. Cambridge
University Press.

Weitere ähnliche Inhalte

Was ist angesagt?

Grammatical based syllabus. Akram Jabar Najim
Grammatical  based syllabus. Akram Jabar NajimGrammatical  based syllabus. Akram Jabar Najim
Grammatical based syllabus. Akram Jabar NajimAkramEnglish
 
Content based syllabus
Content based syllabusContent based syllabus
Content based syllabusSavera Hayyam
 
Structural Syllabus Design
Structural Syllabus DesignStructural Syllabus Design
Structural Syllabus DesignSyao Chan
 
Approach, method and Technique in Language Learning and teaching
Approach, method and Technique in Language Learning and teachingApproach, method and Technique in Language Learning and teaching
Approach, method and Technique in Language Learning and teachingElih Sutisna Yanto
 
Lexical syllabus
Lexical syllabusLexical syllabus
Lexical syllabusUNACHI
 
English Language Teaching Methods
English Language Teaching MethodsEnglish Language Teaching Methods
English Language Teaching MethodsHala Nur
 
Krashen's theory on Second Language Acquisition
Krashen's theory on Second Language AcquisitionKrashen's theory on Second Language Acquisition
Krashen's theory on Second Language Acquisitionmilaazofeifa
 
The Audio-Lingual Method
The Audio-Lingual MethodThe Audio-Lingual Method
The Audio-Lingual MethodMustafa ÖNDER
 
A.content based instruction (cbi)
A.content based instruction (cbi)A.content based instruction (cbi)
A.content based instruction (cbi)diah Cwek Tauruz
 
Communicative Language Teaching
Communicative Language TeachingCommunicative Language Teaching
Communicative Language TeachingJoy Avelino
 
task based language teaching TBLT
task based language teaching TBLTtask based language teaching TBLT
task based language teaching TBLTMohammed Imad
 
Evaluating ELT Materials; Adapting Materials; Technology in ELT
Evaluating ELT Materials; Adapting Materials; Technology in ELTEvaluating ELT Materials; Adapting Materials; Technology in ELT
Evaluating ELT Materials; Adapting Materials; Technology in ELTRBLmadev Class 2018
 
Task Based Syllabus
Task Based SyllabusTask Based Syllabus
Task Based Syllabusoanhbinh
 
Mentalist and Behaviorist Theory of SLA
Mentalist and Behaviorist Theory of SLAMentalist and Behaviorist Theory of SLA
Mentalist and Behaviorist Theory of SLAWenlie Jean
 
Esp Needs Analysis
Esp Needs AnalysisEsp Needs Analysis
Esp Needs AnalysisDee Mute
 
Communicative Language Teaching
Communicative Language TeachingCommunicative Language Teaching
Communicative Language TeachingGemma Costa
 

Was ist angesagt? (20)

Grammatical based syllabus. Akram Jabar Najim
Grammatical  based syllabus. Akram Jabar NajimGrammatical  based syllabus. Akram Jabar Najim
Grammatical based syllabus. Akram Jabar Najim
 
Content based syllabus
Content based syllabusContent based syllabus
Content based syllabus
 
Types of syllabus design
Types of syllabus designTypes of syllabus design
Types of syllabus design
 
Structural Syllabus Design
Structural Syllabus DesignStructural Syllabus Design
Structural Syllabus Design
 
Approach, method and Technique in Language Learning and teaching
Approach, method and Technique in Language Learning and teachingApproach, method and Technique in Language Learning and teaching
Approach, method and Technique in Language Learning and teaching
 
Communicative Language Teaching (CLT)
Communicative Language Teaching (CLT)Communicative Language Teaching (CLT)
Communicative Language Teaching (CLT)
 
Lexical syllabus
Lexical syllabusLexical syllabus
Lexical syllabus
 
English Language Teaching Methods
English Language Teaching MethodsEnglish Language Teaching Methods
English Language Teaching Methods
 
Krashen's theory on Second Language Acquisition
Krashen's theory on Second Language AcquisitionKrashen's theory on Second Language Acquisition
Krashen's theory on Second Language Acquisition
 
The Audio-Lingual Method
The Audio-Lingual MethodThe Audio-Lingual Method
The Audio-Lingual Method
 
A.content based instruction (cbi)
A.content based instruction (cbi)A.content based instruction (cbi)
A.content based instruction (cbi)
 
Communicative Language Teaching
Communicative Language TeachingCommunicative Language Teaching
Communicative Language Teaching
 
Testing grammar
Testing grammarTesting grammar
Testing grammar
 
task based language teaching TBLT
task based language teaching TBLTtask based language teaching TBLT
task based language teaching TBLT
 
Evaluating ELT Materials; Adapting Materials; Technology in ELT
Evaluating ELT Materials; Adapting Materials; Technology in ELTEvaluating ELT Materials; Adapting Materials; Technology in ELT
Evaluating ELT Materials; Adapting Materials; Technology in ELT
 
Task Based Syllabus
Task Based SyllabusTask Based Syllabus
Task Based Syllabus
 
Mentalist and Behaviorist Theory of SLA
Mentalist and Behaviorist Theory of SLAMentalist and Behaviorist Theory of SLA
Mentalist and Behaviorist Theory of SLA
 
Esp Needs Analysis
Esp Needs AnalysisEsp Needs Analysis
Esp Needs Analysis
 
Communicative Language Teaching
Communicative Language TeachingCommunicative Language Teaching
Communicative Language Teaching
 
Materials development
Materials developmentMaterials development
Materials development
 

Ähnlich wie structural syllabus -- funtional syllabus

notionalfunctionalsyllabus-160625064948.pdf
notionalfunctionalsyllabus-160625064948.pdfnotionalfunctionalsyllabus-160625064948.pdf
notionalfunctionalsyllabus-160625064948.pdfDenzelPardo
 
Structural notionalfunctio
Structural notionalfunctioStructural notionalfunctio
Structural notionalfunctioKAthy Cea
 
Approches to Syllabus Design
Approches to Syllabus DesignApproches to Syllabus Design
Approches to Syllabus DesignKAthy Cea
 
Approaches to Syllabus Design
Approaches to Syllabus DesignApproaches to Syllabus Design
Approaches to Syllabus DesignKAthy Cea
 
Structural notionalfunctio
Structural notionalfunctioStructural notionalfunctio
Structural notionalfunctioKAthy Cea
 
A critical review journal
A critical review journalA critical review journal
A critical review journalVladimir Cuevas
 
Structural notionalfunctio (1)
Structural notionalfunctio (1)Structural notionalfunctio (1)
Structural notionalfunctio (1)KAthy Cea
 
Sulabo de inglés curso detallado
Sulabo de inglés curso detalladoSulabo de inglés curso detallado
Sulabo de inglés curso detalladoISAC PANAMA
 
A critical review of recent trends in second language syllabus design and cur...
A critical review of recent trends in second language syllabus design and cur...A critical review of recent trends in second language syllabus design and cur...
A critical review of recent trends in second language syllabus design and cur...Ehsan Abbaspour
 
Dr. Butler & Dr. W.A. Kritsonis
Dr. Butler & Dr. W.A. KritsonisDr. Butler & Dr. W.A. Kritsonis
Dr. Butler & Dr. W.A. KritsonisWilliam Kritsonis
 
The framework of materials and method & Current approaches to materials and m...
The framework of materials and method & Current approaches to materials and m...The framework of materials and method & Current approaches to materials and m...
The framework of materials and method & Current approaches to materials and m...RBLmadev Class 2018
 
A Literature Review On Strategies For Teaching Pronunciation
A Literature Review On Strategies For Teaching PronunciationA Literature Review On Strategies For Teaching Pronunciation
A Literature Review On Strategies For Teaching Pronunciationenglishonecfl
 
Sylabuss powerpoitn
Sylabuss powerpoitnSylabuss powerpoitn
Sylabuss powerpoitndmbrev
 
Views of lge and learning theories
Views of lge and learning theoriesViews of lge and learning theories
Views of lge and learning theoriesalexbadim
 
history_of_language_teaching
history_of_language_teachinghistory_of_language_teaching
history_of_language_teachingThanh Dung
 

Ähnlich wie structural syllabus -- funtional syllabus (20)

Syllabus
SyllabusSyllabus
Syllabus
 
notionalfunctionalsyllabus-160625064948.pdf
notionalfunctionalsyllabus-160625064948.pdfnotionalfunctionalsyllabus-160625064948.pdf
notionalfunctionalsyllabus-160625064948.pdf
 
Structural notionalfunctio
Structural notionalfunctioStructural notionalfunctio
Structural notionalfunctio
 
Approches to Syllabus Design
Approches to Syllabus DesignApproches to Syllabus Design
Approches to Syllabus Design
 
Approaches to Syllabus Design
Approaches to Syllabus DesignApproaches to Syllabus Design
Approaches to Syllabus Design
 
Structural notionalfunctio
Structural notionalfunctioStructural notionalfunctio
Structural notionalfunctio
 
A critical review journal
A critical review journalA critical review journal
A critical review journal
 
Structural notionalfunctio (1)
Structural notionalfunctio (1)Structural notionalfunctio (1)
Structural notionalfunctio (1)
 
Sulabo de inglés curso detallado
Sulabo de inglés curso detalladoSulabo de inglés curso detallado
Sulabo de inglés curso detallado
 
A critical review of recent trends in second language syllabus design and cur...
A critical review of recent trends in second language syllabus design and cur...A critical review of recent trends in second language syllabus design and cur...
A critical review of recent trends in second language syllabus design and cur...
 
Dr. Butler & Dr. W.A. Kritsonis
Dr. Butler & Dr. W.A. KritsonisDr. Butler & Dr. W.A. Kritsonis
Dr. Butler & Dr. W.A. Kritsonis
 
The framework of materials and method & Current approaches to materials and m...
The framework of materials and method & Current approaches to materials and m...The framework of materials and method & Current approaches to materials and m...
The framework of materials and method & Current approaches to materials and m...
 
This (1)
This (1)This (1)
This (1)
 
This
ThisThis
This
 
This (2)
This (2)This (2)
This (2)
 
A Literature Review On Strategies For Teaching Pronunciation
A Literature Review On Strategies For Teaching PronunciationA Literature Review On Strategies For Teaching Pronunciation
A Literature Review On Strategies For Teaching Pronunciation
 
Sylabuss powerpoitn
Sylabuss powerpoitnSylabuss powerpoitn
Sylabuss powerpoitn
 
Views of lge and learning theories
Views of lge and learning theoriesViews of lge and learning theories
Views of lge and learning theories
 
history_of_language_teaching
history_of_language_teachinghistory_of_language_teaching
history_of_language_teaching
 
Teacing by Principles - Form - Focused Instruction - Chapter 20
Teacing by Principles - Form - Focused Instruction - Chapter 20Teacing by Principles - Form - Focused Instruction - Chapter 20
Teacing by Principles - Form - Focused Instruction - Chapter 20
 

Kürzlich hochgeladen

HMCS Max Bernays Pre-Deployment Brief (May 2024).pptx
HMCS Max Bernays Pre-Deployment Brief (May 2024).pptxHMCS Max Bernays Pre-Deployment Brief (May 2024).pptx
HMCS Max Bernays Pre-Deployment Brief (May 2024).pptxEsquimalt MFRC
 
HMCS Vancouver Pre-Deployment Brief - May 2024 (Web Version).pptx
HMCS Vancouver Pre-Deployment Brief - May 2024 (Web Version).pptxHMCS Vancouver Pre-Deployment Brief - May 2024 (Web Version).pptx
HMCS Vancouver Pre-Deployment Brief - May 2024 (Web Version).pptxmarlenawright1
 
Graduate Outcomes Presentation Slides - English
Graduate Outcomes Presentation Slides - EnglishGraduate Outcomes Presentation Slides - English
Graduate Outcomes Presentation Slides - Englishneillewis46
 
FSB Advising Checklist - Orientation 2024
FSB Advising Checklist - Orientation 2024FSB Advising Checklist - Orientation 2024
FSB Advising Checklist - Orientation 2024Elizabeth Walsh
 
Introduction to Nonprofit Accounting: The Basics
Introduction to Nonprofit Accounting: The BasicsIntroduction to Nonprofit Accounting: The Basics
Introduction to Nonprofit Accounting: The BasicsTechSoup
 
Beyond_Borders_Understanding_Anime_and_Manga_Fandom_A_Comprehensive_Audience_...
Beyond_Borders_Understanding_Anime_and_Manga_Fandom_A_Comprehensive_Audience_...Beyond_Borders_Understanding_Anime_and_Manga_Fandom_A_Comprehensive_Audience_...
Beyond_Borders_Understanding_Anime_and_Manga_Fandom_A_Comprehensive_Audience_...Pooja Bhuva
 
Google Gemini An AI Revolution in Education.pptx
Google Gemini An AI Revolution in Education.pptxGoogle Gemini An AI Revolution in Education.pptx
Google Gemini An AI Revolution in Education.pptxDr. Sarita Anand
 
Basic Civil Engineering first year Notes- Chapter 4 Building.pptx
Basic Civil Engineering first year Notes- Chapter 4 Building.pptxBasic Civil Engineering first year Notes- Chapter 4 Building.pptx
Basic Civil Engineering first year Notes- Chapter 4 Building.pptxDenish Jangid
 
Unit 3 Emotional Intelligence and Spiritual Intelligence.pdf
Unit 3 Emotional Intelligence and Spiritual Intelligence.pdfUnit 3 Emotional Intelligence and Spiritual Intelligence.pdf
Unit 3 Emotional Intelligence and Spiritual Intelligence.pdfDr Vijay Vishwakarma
 
2024-NATIONAL-LEARNING-CAMP-AND-OTHER.pptx
2024-NATIONAL-LEARNING-CAMP-AND-OTHER.pptx2024-NATIONAL-LEARNING-CAMP-AND-OTHER.pptx
2024-NATIONAL-LEARNING-CAMP-AND-OTHER.pptxMaritesTamaniVerdade
 
Jamworks pilot and AI at Jisc (20/03/2024)
Jamworks pilot and AI at Jisc (20/03/2024)Jamworks pilot and AI at Jisc (20/03/2024)
Jamworks pilot and AI at Jisc (20/03/2024)Jisc
 
Single or Multiple melodic lines structure
Single or Multiple melodic lines structureSingle or Multiple melodic lines structure
Single or Multiple melodic lines structuredhanjurrannsibayan2
 
Sociology 101 Demonstration of Learning Exhibit
Sociology 101 Demonstration of Learning ExhibitSociology 101 Demonstration of Learning Exhibit
Sociology 101 Demonstration of Learning Exhibitjbellavia9
 
Micro-Scholarship, What it is, How can it help me.pdf
Micro-Scholarship, What it is, How can it help me.pdfMicro-Scholarship, What it is, How can it help me.pdf
Micro-Scholarship, What it is, How can it help me.pdfPoh-Sun Goh
 
Interdisciplinary_Insights_Data_Collection_Methods.pptx
Interdisciplinary_Insights_Data_Collection_Methods.pptxInterdisciplinary_Insights_Data_Collection_Methods.pptx
Interdisciplinary_Insights_Data_Collection_Methods.pptxPooja Bhuva
 
SKILL OF INTRODUCING THE LESSON MICRO SKILLS.pptx
SKILL OF INTRODUCING THE LESSON MICRO SKILLS.pptxSKILL OF INTRODUCING THE LESSON MICRO SKILLS.pptx
SKILL OF INTRODUCING THE LESSON MICRO SKILLS.pptxAmanpreet Kaur
 
Fostering Friendships - Enhancing Social Bonds in the Classroom
Fostering Friendships - Enhancing Social Bonds  in the ClassroomFostering Friendships - Enhancing Social Bonds  in the Classroom
Fostering Friendships - Enhancing Social Bonds in the ClassroomPooky Knightsmith
 
Sensory_Experience_and_Emotional_Resonance_in_Gabriel_Okaras_The_Piano_and_Th...
Sensory_Experience_and_Emotional_Resonance_in_Gabriel_Okaras_The_Piano_and_Th...Sensory_Experience_and_Emotional_Resonance_in_Gabriel_Okaras_The_Piano_and_Th...
Sensory_Experience_and_Emotional_Resonance_in_Gabriel_Okaras_The_Piano_and_Th...Pooja Bhuva
 
The basics of sentences session 3pptx.pptx
The basics of sentences session 3pptx.pptxThe basics of sentences session 3pptx.pptx
The basics of sentences session 3pptx.pptxheathfieldcps1
 
ICT role in 21st century education and it's challenges.
ICT role in 21st century education and it's challenges.ICT role in 21st century education and it's challenges.
ICT role in 21st century education and it's challenges.MaryamAhmad92
 

Kürzlich hochgeladen (20)

HMCS Max Bernays Pre-Deployment Brief (May 2024).pptx
HMCS Max Bernays Pre-Deployment Brief (May 2024).pptxHMCS Max Bernays Pre-Deployment Brief (May 2024).pptx
HMCS Max Bernays Pre-Deployment Brief (May 2024).pptx
 
HMCS Vancouver Pre-Deployment Brief - May 2024 (Web Version).pptx
HMCS Vancouver Pre-Deployment Brief - May 2024 (Web Version).pptxHMCS Vancouver Pre-Deployment Brief - May 2024 (Web Version).pptx
HMCS Vancouver Pre-Deployment Brief - May 2024 (Web Version).pptx
 
Graduate Outcomes Presentation Slides - English
Graduate Outcomes Presentation Slides - EnglishGraduate Outcomes Presentation Slides - English
Graduate Outcomes Presentation Slides - English
 
FSB Advising Checklist - Orientation 2024
FSB Advising Checklist - Orientation 2024FSB Advising Checklist - Orientation 2024
FSB Advising Checklist - Orientation 2024
 
Introduction to Nonprofit Accounting: The Basics
Introduction to Nonprofit Accounting: The BasicsIntroduction to Nonprofit Accounting: The Basics
Introduction to Nonprofit Accounting: The Basics
 
Beyond_Borders_Understanding_Anime_and_Manga_Fandom_A_Comprehensive_Audience_...
Beyond_Borders_Understanding_Anime_and_Manga_Fandom_A_Comprehensive_Audience_...Beyond_Borders_Understanding_Anime_and_Manga_Fandom_A_Comprehensive_Audience_...
Beyond_Borders_Understanding_Anime_and_Manga_Fandom_A_Comprehensive_Audience_...
 
Google Gemini An AI Revolution in Education.pptx
Google Gemini An AI Revolution in Education.pptxGoogle Gemini An AI Revolution in Education.pptx
Google Gemini An AI Revolution in Education.pptx
 
Basic Civil Engineering first year Notes- Chapter 4 Building.pptx
Basic Civil Engineering first year Notes- Chapter 4 Building.pptxBasic Civil Engineering first year Notes- Chapter 4 Building.pptx
Basic Civil Engineering first year Notes- Chapter 4 Building.pptx
 
Unit 3 Emotional Intelligence and Spiritual Intelligence.pdf
Unit 3 Emotional Intelligence and Spiritual Intelligence.pdfUnit 3 Emotional Intelligence and Spiritual Intelligence.pdf
Unit 3 Emotional Intelligence and Spiritual Intelligence.pdf
 
2024-NATIONAL-LEARNING-CAMP-AND-OTHER.pptx
2024-NATIONAL-LEARNING-CAMP-AND-OTHER.pptx2024-NATIONAL-LEARNING-CAMP-AND-OTHER.pptx
2024-NATIONAL-LEARNING-CAMP-AND-OTHER.pptx
 
Jamworks pilot and AI at Jisc (20/03/2024)
Jamworks pilot and AI at Jisc (20/03/2024)Jamworks pilot and AI at Jisc (20/03/2024)
Jamworks pilot and AI at Jisc (20/03/2024)
 
Single or Multiple melodic lines structure
Single or Multiple melodic lines structureSingle or Multiple melodic lines structure
Single or Multiple melodic lines structure
 
Sociology 101 Demonstration of Learning Exhibit
Sociology 101 Demonstration of Learning ExhibitSociology 101 Demonstration of Learning Exhibit
Sociology 101 Demonstration of Learning Exhibit
 
Micro-Scholarship, What it is, How can it help me.pdf
Micro-Scholarship, What it is, How can it help me.pdfMicro-Scholarship, What it is, How can it help me.pdf
Micro-Scholarship, What it is, How can it help me.pdf
 
Interdisciplinary_Insights_Data_Collection_Methods.pptx
Interdisciplinary_Insights_Data_Collection_Methods.pptxInterdisciplinary_Insights_Data_Collection_Methods.pptx
Interdisciplinary_Insights_Data_Collection_Methods.pptx
 
SKILL OF INTRODUCING THE LESSON MICRO SKILLS.pptx
SKILL OF INTRODUCING THE LESSON MICRO SKILLS.pptxSKILL OF INTRODUCING THE LESSON MICRO SKILLS.pptx
SKILL OF INTRODUCING THE LESSON MICRO SKILLS.pptx
 
Fostering Friendships - Enhancing Social Bonds in the Classroom
Fostering Friendships - Enhancing Social Bonds  in the ClassroomFostering Friendships - Enhancing Social Bonds  in the Classroom
Fostering Friendships - Enhancing Social Bonds in the Classroom
 
Sensory_Experience_and_Emotional_Resonance_in_Gabriel_Okaras_The_Piano_and_Th...
Sensory_Experience_and_Emotional_Resonance_in_Gabriel_Okaras_The_Piano_and_Th...Sensory_Experience_and_Emotional_Resonance_in_Gabriel_Okaras_The_Piano_and_Th...
Sensory_Experience_and_Emotional_Resonance_in_Gabriel_Okaras_The_Piano_and_Th...
 
The basics of sentences session 3pptx.pptx
The basics of sentences session 3pptx.pptxThe basics of sentences session 3pptx.pptx
The basics of sentences session 3pptx.pptx
 
ICT role in 21st century education and it's challenges.
ICT role in 21st century education and it's challenges.ICT role in 21st century education and it's challenges.
ICT role in 21st century education and it's challenges.
 

structural syllabus -- funtional syllabus

  • 1. English Syllabus and Classroom Instructional Design Taught by Dr. Enny Irawati Six types of Syllabus Structural Syllabus Notional/ Functional Syllabus Presented by: Atik Sri Rahayu Luki Emiliya Hidayat Fajar Ningtyas Masrurin Lailiyah Ida Prasetyaning Jati Nurohman Jazilatur Rizqiyah Suhandoko
  • 2. Six Types of Syllabus 1.Structural Syllabus 2.Functional/ Notional Syllabus 3.Situational syllabus 4.Skill- based syllabus 5.Task- based syllabus 6.Content based syllabus
  • 3. 1. Structural/ Formal Syllabus  This type of syllabus contains a collection of the forms and structures, usually grammatical of the language.  It covers nouns, verbs, adjectives, statements, questions, complex sentences, subordinate clauses, past tense and other aspects of language form such as pronunciation or morphology.
  • 4. 2. A notional / functional syllabus  This type of syllabus contains a collection of the functions that are performed when language is used.  It includes: informing, agreeing, apologizing, requesting, promising, and so on. Examples of notions include size, age, color, comparison, time, etc.
  • 5. 3. A Situational Syllabus  A situational syllabus contains a collection of real or imaginary situations in which language occurs or is used.  It usually involves several participants who are engaged in some activities in a specific setting. The primary purpose : to teach the language that occurs in the situations. For examples: Seeing the dentist, buying a book at the book store, meeting a new student, asking directions in a new town, etc.
  • 6. 4. A Skill-based Syllabus  A skill-based syllabus contains 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.  The main purpose : to learn the specific language skills.
  • 7. 5. A Task-based Syllabus  This type of syllabus is similar with Content-based Syllabus. Both of these syllabus do not organized the teaching with the linguistics features of the language being learned.  It contains a series of complex and purposeful tasks that the students want or need to perform with the language they are learning.
  • 8. 6. A Content-based Syllabus  Krahnke (1987) stated that this type of syllabus is not really a language teaching syllabus at all.  The primary purpose: to teach some extent content or information using the language that the students are learning.  The content teaching is not organized around the language teaching, but vice versa.  A content-based language teaching is concerned with information, while task-based language teaching is concerned with communicative and cognitive process.
  • 9. S T R U C T U R A L Definition  Structural syllabus focuses on grammatical forms.  Structural syllabus is constructed based on the theory that assumes that the grammatical or structural aspects of language form are the basic or useful.  Structural syllabi has most been associated with Grammar Translation Method, Audiolingualism, Silent Way. (McKay in Brown, 1995:7) S Y L L A B U S Theoretical Base  Language is a system which consists of a set of grammatical rules (learning them and apply to practical language use)  The syllabus input is selected and graded according to grammatical notions of simplicity and complexity.  This type of syllabus maintains that it is easier for students to learn a language if they are exposed to one part of the grammatical system at a time.
  • 10. S T R U C T U R A L Content Top priority to teaching the grammaror structure of the target language.  A list of linguistic structures (noun, verb, pronoun, adjective, singular, plural, present tense, past tense and so on)  A list of words, that is, the lexicon to be taught (singular plural markings, the forms marking the tense system of the language, and special morphology such as determiners and articles, prepositions, and so on) S Y L L A B U S Cont Key features  The key features of structural syllabus is synthetic (requires analysis of language/ content i.e. word frequency, grammatical analysis, and discourse analysis.  In synthetic syllabus, different parts of language are taught separately and step by step. So that learners’ acquisition on the language is gradually the accumulation of parts until the whole structure
  • 11. S T R U C T U R A L Consideration for sequencing or grading the contentS Y L L A B U S Cont Typically, the consideration for sequencing or grading the content in structural syllabus is starting with easy structures and gradually progressing to the difficult ones or from the most frequently used structures to the less frequently used ones. (J.D. Brown, 1995:8) Selection and sequencing of vocabulary in a structural syllabus are done with the help of the criteria mentioned by Michael West (1953): a) Frequency: The number of times the word appears in our use of language. b) Range: The number of texts / areas in which the item is found. c) Availability: Most appropriate and necessary for certain situations. d) Familiarity: Most familiar words. e) Coverage: The degree to which a word covers other words. f) Learnability: Easily learnable. Krahnke (1987) claimed that there is no ultimate way to solve the sequencing problem. Even if it exists, it is lack of empirical evidence.
  • 12. Example of Structural Syllabus The following sample headings are taken from Azar’ Understanding and Using English Grammar Chapter 1 Verb Tense 1-1 The simple tenses 1-2 The progressive tenses 1-3 The perfect tense 1-4 The perfect progressive tense 1-5 Summary chart of verb tenses 1-6 Spelling of –ing and –ed forms Chapter 2 Modal Auxiliaries and similar expressions ….. Chapter 3 The Passive … Chapter 4 Gerunds and Infinitive …..
  • 14. The most important of these is the usability, applicability, or transferability of structural knowledge.
  • 15. Studies of the relationship of teaching of language form to writing ability in the learners' first language, for example, have shown that it has no measurable effect on any aspect of their writing ability (Hartwell,1985).
  • 16.
  • 17. The second major drawback to structure-based instruction is that it can mislead learners into thinking they are learning a language when, in fact, they are learning facts or information about a language
  • 18. The third drawback to structural syllabi is a result of the sequencing or grading problems referred to earlier. A strictly structural syllabus prevents students from producing structures they have not been taught.
  • 19. Criticism During the 1970s, the use of structural syllabuses came under increasing criticism. Let us look at some of the criticisms: 1. One early criticism was that structurally graded syllabuses misrepresented the nature of that complex phenomenon of language. 2. SLA researchers state that grammatical grading of content interferes with language acquisition which is more a global than a linear process. 3. Form and meaning are emphasized and therefore, functional aspect of meaning is ignored. 4. Meaning of words and sentences is taught in isolation within a particular grammatical form. 5. What is taught within this view is items present in a structure. 6. The attack on grammatical syllabus is in part an attack on the view that language must be taught as a body of knowledge, a package that the teacher passes to the learner.
  • 20. Functional/ Notional Syllabus Notional/ functionalism defines them in two ways. 1. Notions (categories of meaning) Semanticogrammatical categories which are usually charac terized by interaction between categories of meaning and grammatical forms in most languages (Wilkins:1978) (time, duration, quantity, agent, instrument, place, and many others 2. Functions The uses to which language forms are put on commu nicative purposes. (agreement, greeting, approval, predict ion, requesting, directions, apologizing, and so on).
  • 21. Differing relationships between form and function
  • 22. Functional/ Notional Syllabus Cont. • The determination of what notions, functions, and forms to in clude in a teaching syllabus is often regarded as part of notional/ functionalism. • Actually, notional/ functionalism is a procedure for desig ning a syllabus or choosing content for a specific syllabus, but it is not a part of the content of the syllabus itself. • Determining specific syllabus content involves 1. examining the type of discourse the learners are going to need to engage in, 2. noting the notions and functions and the specific forms that are used to express them in the types of discourse involved, 3. putting them together into a language-teaching syllabus
  • 23. Sequencing and grading Sequencing and grading of language material do not seem to be of major concern to notional/functional syllabus designers. Little in the literature discusses principles for sequencing material, and the question is raised. The notional syllabus, it is claimed, develops students' ability to do this [become communicatively competent] by accounting for communicative competence within the actual design of the syllabus itself. (Widdowson, 1979)
  • 24.
  • 25. POSITIVE CHARACTERISTICS • Including information about how language is used in the teaching syllabus potentially increases the usefulness of language instruction (Finocchiaro & Brumfit, 1983) • Students will be better able to function in written and spoken interaction • Students will have more experience with. • Students will have more knowledge about which language f orms do what in new language • Students will have had exposure to at least some real or simulated interaction in the language • Students may view the language more as a communica tive system
  • 26. Example Function: Giving order Can be done by, for example: • Shut the door • Let the AC on • I’m having dinner at home (means: prepare for it) • I need to go to the airport (means: tell the driver to take me there) • I will join the party tonight (means: give me my tuxedo)
  • 27. Keyword: Function, experience, interaction, exposure This school needs better trash management and I dedicate myself to be pa rt of it. Let’s collect the t rash after school and th en classify them into thr ee categories. Seriously? Hm... Inter esting! Exclude me. I have many tasks to do.
  • 28. NEGATIVE CHARACTERISTICS • It will do little to develop interactional and communicative ability if the isolated- functions are not synthesized into discourse. • The instruction is less generalizable than Structural syllabus • If it is presented entirely in short utterances/exchanges and units of discourse, students may be unable to handle the new language in longer, connected discourse • It can become primarily a vehicle for teaching ‘routines’ and ‘patterns’ • Role of ‘routines’ and ‘pattern’ is open to dispute
  • 29. Routines Short formulaic utterances generally used to perform specific function E.g.: No, thank you --- polite refusal A: Hello, how are you? B: Hi, I’m fine, and you? A: I’m fine too. Thanks. A week later in different occasion: C: Hi, how are you doing? B: ??? (don’t know what to say) Patterns Utterances with open slots into which various lexical items can be inserted E.g.: Would you like to ___________? Have you ever _________? I learn English because _______ I don’t like _______ What do you think of _______?
  • 30. Solution • Avoid teaching relatively frozen phrases • Avoid unanalyzed ‘routines’ • Use productive structures • Use appropriate instructional techniques
  • 31. APPLICATION • In the development of specific teaching programs for specific purposes, notional/functional syllabus may be appropriately used to define the content of such courses • Littlewood (1981) claimed that it will lead to more ‘communicative ability’ ---- > (but it is not empirically validated) • Learners have to synthesize pieces of information about the new language by their own • When combined with a more interactional methodolology and an acquisition-based theory of language, notional/functional instructional content may lead to more functional ability • For instructional programs whose goals are structural knowledge, it is still a possible choice • It may be an excellent way to impart conscious knowledge of the structure and function of a language
  • 32. Mini Curriculum with Function as Organizing Principle Title or Function Apologizing Situation Department store (returning something) Communicative expressions or formula I’m sorry. Would it possible if___? Structures Simple past; present perfect Nouns Shirt Verbs Buy; wear Adjectives Small Adverbs Too Structure words You Miscellaneous Dates Activities Aural comprehension; Indirect speech; Changing register
  • 34. References Brown, James Dean. 1995. The Elements of Language Curriculum: A Systematic to Program Development. Heinle & Heinle Publishers: USA Krahnke, Karl. 1987. Approaches to Syllabus Design For Foreign Language Teaching. Language and Education: Theory and Practice. Prentice Hall. NY West, Michael. 1953. The General Service List. Cambridge University Press.