SYLLABUS - Definition of ELT syllabus - Parts of syllabus in ELT
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SYLLABUS - Definition of ELT syllabus - Parts of syllabus in ELT
SYLLABUS
CHAPTER I
INTRODUCTION
A. BACKGROUND
Syllabus is a more detailed and
operational statement of teaching and learning element which translate the
philosophy of the curriculum into a series of planned steps leading towards
more narrowly defined objectives at each level.
This paper is made to get more
information about the ELT syllabus, this paper explain about the how we
can make the syllabus in ELT and this paper explain to about the parts of
syllabus in ELT.
B. FORMULATION OF
THE PROBLEM
1. What is function
of ELT syllabus
2. What of
kinds in the ELT syllabus
C. PURPOSES
1. Knowing what is
function of ELT syllabus
2. Knowing what are
kinds OF the ELT syllabus
Chapter II
Discussion
A. Definition of ELT
syllabus
Syllabus is lesson plans on one
or groups of subjects / themes that include competency standards, basic
competencies, subject matter/ learning, learning activities, indicators of
achievement of competencies for assessment, assessment allocation of time and
learning resources.
In Wilkins’ words, syllabus are
the content of language teaching which have been submitted to some degree of
structuring or ordering with the aim of making teaching and learning a more
effective process.
According to Candlin (1984) said
that” syllabus is combination resources what to teach and how to teach, by
providing some goals to be accomplished, syllabus related to linguistic theory
and theories of language learning and how they are utilized in the classroom.
Syllabus are not different each other depends on resources that the teacher
used in the classroom. The are parts of syllabuses in ELT, such as: A
procedural syllabus, cultural syllabus, situational syllabus, skill-based
syllabus, structural or formal syllabus, multi-dimensional syllabus, task-based
syllabus, process syllabus, learner-led syllabus, proportional syllabus, content-based
syllabus, national / functional syllabus and lexical syllabus.
B. Parts of syllabus
in ELT
1. Procedural
syllabus
a. Structure can be
best learned when attention is concentrated on meaning
b. Focus is on the
learner
c. Task and activities
are designed but not the linguistic content
d. Learner focuses
on trying to solve the meaning behind the text
2. Cultural syllabus
a. The aim of this
syllabus to teach the following about culture:
- A research-minded
outlook
- The learner’s own
country
- Knowledge about
the target culture
- Affective goals;
interest, intellectual curiosity and empathy
- Awareness of its
characteristic and of differences between the target culture
- Emphasis on the
understanding socio-cultural implications of language and language use.
3. Situational
syllabus
a. Based on real
life situations, use situations to guide language teaching because language is
related to the situational context in which it occurs.
b. The main
principle of a situational language teaching syllabus is to teach the language
that occurs in the situations.
4. Skill-based
syllabus
a. Language skills
are acquired for the purpose of situational or use in context.
b. Merges
pronunciation, vocabulary, and grammar with listening to language with a
purpose writing and speaking.
c. The purpose of
this syllabus is for the ELL language skills.
5. Structural or
formal syllabus
a. Organized along
grammatical lines.
b. Focus on outcomes
or the product
c. Learner expected
to master each structural step while increasing grammar
d. Uses structured,
sequenced practice drills.
6. Multi-dimension
syllabus
a. A flexible
syllabus designed to incorporate all types of focuses: structure and
situational can be taught.
b. A combination of
other models
c. The underlying
principle is that there should be flexibility to change the central point of
the teaching material as the course unfolds. This will lead to a syllabus
design which is flexible, less rigid and more responsive to the various student
language needs.
7. Task-based
syllabus
a. Using specific
task to achieve a purpose.
b. Task must be
relevant to the real world language needs of the learner. It should be
meaningful task so as to enhance learning.
8. Process syllabus
a. Decision to
follow a pre-designed content syllabus, or develop an on-going syllabus using
alternative assessment, activities and tasks.
b. Develops a strong
relationship between subject matter, learning and the contribution of a
classroom.
9. Learner-led
syllabus
a. Learners engaged
in the implementation and design as mush as practically possible.
b. The instructor
uses a pre-arranged syllabus as a guide, but the learners create and modify the
syllabus increasing interest and motivation to develop language skills.
c. Question on
practically of program as syllabus is guide by the learner.
10. Proportional
syllabus
a. Focus is on
flexibility and spiral technique of language sequencing leading to the
recycling of language.
b. Goals is to
develop an overall competence
c. Themes are chosen
by the learner.
d. Shift from form
to interaction
e. States syllabus
has to indicate what will be taught, rather than what will be learned.
11. Content- based
syllabus
a. Goals is to teach
specific information and content using the language that learners are learning.
b. Subject matter is
primary, and language learning happens concurrently.
c. For example, a
chemistry class, linguistic adjustments are made to make the chemistry more
understandable.
12. National /
functional syllabus
a. Focus is on the
communicative purpose and the conceptual meaning of language.
b. Calls for needs
analysis to establish objectives
c. Function such as
inviting, requesting, agreeing, apologizing are taught.
d. Notions such as
age, color, size, comparison, time and etc.
13. Lexical syllabus
a. Based on real language.
b. Use of the
commonest words and phrases and their meanings
c. Learning the
patterns of language
d. Language is
carefully selected for the learner to analyze by themselves.
Chapter III
Closing
A. Conclusion
1. Definition of ELT
syllabus
Syllabus is lesson plans on one
or groups of subjects / themes that include competency standards, basic
competencies, subject matter/ learning, learning activities, indicators of
achievement of competencies for assessment, assessment allocation of time and
learning resources.
2. Parts of ELT
syllabus
- Procedural
syllabus
- Cultural syllabus
- Situational
syllabus
- Skill-based
syllabus
- Structural or
formal syllabus
- Multi-dimension
syllabus
- Task-based
syllabus
- Process syllabus
- Learner-led
syllabus
- Proportional
syllabus
- Content- based
syllabus
- National /
functional syllabus
- Lexical syllabus
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General English Syllabus Design
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Breen, M.P. (1984b). Process in
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C.J.Brumfit (Ed.).
General English Syllabus
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Brown, H. D. (1994)Teaching by
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Brumfit, C.J. & Johnson, K.
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The Communicative Approach To
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Candlin, C.N.(1984). Applying a
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Centre
Hammerly, H. (1982).Synthesis in
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(1987).English for Specific Purposes: A Learning Centred
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Nostrand, H. (1978). The
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applied to contemporary
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Willis, D. (1990).The Lexical
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Cambridge University Press
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