Definition of syllabus :

an expression of opinion on the nature of language and learning

acts as a guide for both teacher and learner by providing some goals to be attained.

Hutchinson and Waters (1987:80) define syllabus as follows: At its simplest level a syllabus can be described as a statement of what is to be learnt. It reflects of language and linguistic performance. This is a rather traditional interpretation of syllabus focusing as it does on outcomes rather than process. However, a syllabus can also be seen as a "summary of the content to which learners will be exposed" (Yalden.1987: 87).

Grammar Translation
Grammatically Correct In Language
y grammar instruction is necessary when the learner is

in danger of constructing an over-inclusive grammar. y students usually don t know the grammar rules when speaking or writing

y In other words, even though its ways or techniques in

presenting learning material are questionable, the significance or value of grammar teaching is maintained and gradually becomes the mainstream in second language teaching.

y grammar instruction plays an important role in the

development of L2 learners interlanguage (Rutherford, 1987; Ellis, 1990, 1993

y As an example of grammar in the service of social

functions, Celce-Murcia refers to the use of different modal auxiliaries to express polite requests. y She argues that both EFL and ESL students need some formal instruction to become aware of the difference between Can you open the window? and Could you open the window?

y Finally, the link between grammar and discourse is

illustrated by the fact that ESL/EFL composition students need to have a good command over English grammar to write accurately.

Direct Method
1. Basic personal communication skills: oral (e.g., listening to announce-ments in public places)
Designed to develop communication skills - both oral and written . 2. Basic personal communicatio n skills: written (e.g., reading and writing personal letters)

3. Academic learning skills: oral (e.g., listening to a lecture)

4. Academic learning skills: written (e.g., taking notes in class)

Situational Approach In Syllabus

y Teachers who use the Direct Method believe students

need to associate meaning and the target language directly. y Direct Method is based upon situations ( for example, one unit would consist of language that people would use at a bank, another of the language that they use when going shopping ) or topics ( such as geography, money or the weather).

y As Terrell (1991) rightly observes, monitoring can

apparently interact with acquisition, resulting in learners acquiring their own output (p. 61). y Second, it helps learners notice certain features in the input. For example, if learners know that plural nouns have an s, they are more likely to notice the s on the ends of nouns they hear or read in input and also more likely to associate the s morpheme with the meaning more than one .

Audio Lingual Method

y The language skills are taught in the order of: 1) Listening 2) Speaking

reading 4) writing.
3)

y The language may be presented entirely orally at first;

written representations are usually withheld from learners in early stages.

y Listening is viewed largely as training in aural

discrimination of basic sound patterns

y The learner's activities must at first be confined to the

audio-lingual and gestural- visual aids of language behavior.

y Recognition and discrimination are followed by

imitation, repetition and memorization. Only when he is thoroughly familiar with sounds, arrangements, and forms does he centres his attention on enlarging his vocabulary.

y When reading and writing are introduced, students

are taught to read and write what they have already learned to say orally.
y At more advanced levels, more complex reading and

writing tasks may be introduced.

Structional Approach In Syllabus

EASY LISTENING: -Language presents orally. -Recognition and discrimination of sound. MEDIUM -SPEAKING: -Imitation, Repetition & Memorization - Familiar with sounds arrangements & forms -READING & WRITING: -- Taught to read & write what they have learned orally. MIDDLE EARLY STAGE

HARD

ADVANCE

y ESL/EFL students need to know grammar because

many of them are expected to take part in widely used international examinations such as the TOEFL and the IELTS. y Practical argument students are required to pass a standardized national or international exam in order to proceed with their plans. y These exams can determine their acceptance to a university or affect their professional or vocational advancement.

y These exams may even decide which professions are

open to them.
y In other words, to one degree or another, their futures

can be determined by their performance on an exam.

y Typically, a major component of such exams is

grammar. Therefore, grammar rule is also important to be taught in L2