SYLLABUS IN LANGUAGE TEACHING

You can find the different types syllabus in LT, and the teacher and student purposes.

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SYLLABUS IN LANGUAGE TEACHING by Mind Map: SYLLABUS IN LANGUAGE TEACHING

1. * Make a list of tasks that students need to develop according to their language disadvantages.

2. CONTENT-BASED

2.1. TEACHER PURPOSES

2.1.1. * Teach some content or information using the language that the students are also learning.

2.1.2. * Give students the ability in the community language that they did not have proficiency in, leading, ideally, to billinguism.

2.1.3. * Make students feel satisfied with the purpose of learning the target language and at the same time, acquiring new information.

2.2. STUDENT PURPOSES

2.2.1. * Use the foreign language to study other subjects such as: Science, Maths, Biology, etc.

2.2.2. * Learn not only the subject, but improve their language use at the same time.

2.2.3. * Comprehend the target language and the content material.

3. SKILL-BASED

3.1. TEACHER PURPOSES

3.1.1. * Develop their students' language skills using the target language.

3.1.2. * Predict the materials that their students really need in relation to each skill.

3.1.3. * Reinforce student skills.

3.2. STUDENT PURPOSES

3.2.1. * Develop their communicative competence using different resources.

3.2.2. * Be able to do, as a result of an instruction.

3.2.3. * Develop the abilities of each skill.

3.2.3.1. Reading skills

3.2.3.1.1. * Skimming * Scanning

3.2.3.2. Speaking skills

3.2.3.2.1. * Giving instructions * Delivering public talks * Asking for emergency help (Etc)

3.2.3.3. Listening skills

3.2.3.3.1. * Listening specific information over the telephone * Listening to foreign radio broadcasts for news * Taking notes in a restaurant (Etc)

3.2.3.4. Writing skills

3.2.3.4.1. * Writing specific topic sentence and certain kinds of discourse: - Memos - Research - Reports (Etc)

4. TASK-BASED

4.1. STUDENT PURPOSES

4.1.1. * Develop their autonomous learning.

4.1.2. * Learn topics, forms and structures through tasks.

4.1.3. * Learn to carry out activities using the target language.

4.1.4. *Learn through situations provided by themselves.

4.2. TEACHER PURPOSES

4.2.1. * Give students the opportunity to learn and reinforce their knowledge outside the classroom.

4.2.2. * Include a series of purposeful tasks that language learners need to perform in order to develop their learning.

4.2.3. * Provide motivation to their students through immediacy and relevancy.

4.2.4. * Teach their students to apply cognitive processes of evaluation, selection, combination, modification, or supplementation to a combination of new and old information.

5. GRAMMAR

5.1. TEACHER PURPOSES

5.1.1. * Blend the grammatical syllabus with other elements.

5.1.2. Teaching facilities as there are available materials, textbooks.

5.1.3. * Move progressively through the syllabus until, theoretically, all the structures of the teaching language have been taught.

5.1.4. * They may use either Audio-lingual Method or Grammar Translation Method.

5.2. STUDENT PURPOSES

5.2.1. * They can develop their writing skills.

5.2.2. * They will learn adequate basic vocabulary.

5.2.3. * They can move from simpler to more complex grammatical structures.

6. FUNCTIONAL

6.1. TEACHER PURPOSES

6.1.1. * Use a variety of classroom techniques to develop their students communicative language according with notional and functional content.

6.1.2. * Develop appropriate functional ability in students.

6.1.3. * Communicative ability will be more likely to result with the association of form and meaning.

6.2. STUDENT PURPOSES

6.2.1. * Learn how to use the target language to express their own ideas, notions and points of views.

6.2.2. * Learn part of the language which they are badly without wasting their time and energy for detailed study of the whole language system.

6.2.3. * Have more experience and knowledge in real or simulated interaction in the language.

7. SITUATIONAL

7.1. STUDENT PURPOSES

7.1.1. * Learn grammar, build vocabulary and develop four basic skills in particular situations.

7.1.2. * Understand the application of structure and vocabulary indirectly in a conversation.

7.1.3. * Use real-life needs and activities as learning experiences.

7.1.4. * Be able to practice simple conversation in different contexts.

7.2. TEACHER PURPOSES

7.2.1. * Organize the contents according the situations in which certain language is likely to be employed.

7.2.2. * Investigate and analyze the student needs with the daily life creating different activities based on the situation to solve them.

7.2.3. * Keep in mind the essential component of this syllabus is a non-linguistic category like the situation.

7.2.4. * Predict those situations in which students will find him/herself and applies these situations as a basis for selecting and presenting language content.

7.2.4.1. * Seeing the dentist * Going to the cinema * Meeting a new student (Etc)

7.2.5. * Differentiate the three types of situational syllabus:

7.2.5.1. * Limbo: it is one in which the specific setting of the situation is of little or no importance ( Introductions at a party).

7.2.5.2. * Concrete: it is one in which the situations are enacted specific settings, and what is important is the setting and the language associated Whit it (ordering a meal in a restaurant).

7.2.5.3. *Mythical: it is one that depends on some sort of fictional story line, frequently with a fictional cast of characters in a fictional place.

8. REFERENCES

8.1. * Structural/Grammatical Syllabus: advantages and disadvantages. (2015). Retrieved from English Study Hub website: https://englishstudyhub.blogspot.com/2015/05/structuralgrammatical-syllabus.html?m=1

8.2. * Pravitasari, H. (2014). Situational Syllabus. Retrieved from Slide Share website: https://es.slideshare.net/hikmahvee/situational-syllabus

8.3. Essays, UK. (November 2018). Functional Syllabus / Notional Functional Syllabus. Retrieved from https://www.ukessays.com/essays/english-language/a-notional-functional-syllabus-essay.php?vref=1

8.4. * Tanvir, S. (2009). The Structural Syllabus. Retrieved from Tanvir's Blog website: https://tanvirdhaka.blogspot.com/2009/11/structural-syllabus.html?m=1

8.5. * Masrurin, L. (2015). Structural Syllabus -- Functional Syllabus. Retrieved from SlideShare website: https://es.slideshare.net/roerien/structural-syllabus-funtional-syllabus

8.6. * Syllabus writing. BBC. Retrieved from British Council website: https://www.teachingenglish.org.uk/article/syllabus-writing

8.7. * Amir,F. (2016). Notional functional syllabus. Retrieved from SlideShare website: http://es.slideshare.net/AmirHamidForoughAmer/notional-functional-syllabus

8.8. http://41.67.16.213:8080/jspui/bitstream/123456789/522/5/(5)%20Types%20of%20Syllabi%20(1)%2013.pdf

8.9. https://tics.uptc.edu.co/contenidos/fesad/C4/C4U2T1/c4_u2_t1.pdf