Curriculum of EFL

The Place of Syllabus in Language

Teaching

Afriani indria Puspita (RRA1B214037)

Pisca Try Suartini (RRA1B214037

Dosen Pembimbing
Nyimas Triana S.Pd

The Place of Syllabus in Language Teaching

In any case, teachers of English as a second

language are on the whole more used to thinking
about methodology than about syllabus-design.
( Yalden, 1983, p. 17)
Among the various aspects of second or foreign
language teaching, one of the most ignored has been
the content of the teaching, what is generally
referred to as curriculum or syllabus design.
the content of language teaching has generally been
discussed in terms of three types of syllabus the
structural, the situational, and, most recently, the
notional/functional

 Structural Syllabus: is based on a theory of

language that assumes that the grammatical or
structural aspects of language form are the most
basic or useful
Situational syllabus is similar to a functionalnotional syllabus in that it will usually contain
communication functions and notions, but in this
syllabus the choice of functions and notions
depends on the situational context.
Notional/ functional syllabus has been closely
associated with what has been called
communicative language teaching.

 A syllabus is more specific and

more concrete than a curriculum,
and a curriculum may contain a
number of syllabi.

 Content, or what is taught is only element

of some actual teaching syllabi that include
behavioral or learning objectives for
students, specifications of how the content
will be taught and how it will be evaluated.
To design a syllabus is to decide what gets
taught and in what order. For this reason,
the theory of language explicitly or
implicitly underlying the language teaching
method will play a major role in determining
what syllabus is adopted.

Components of language teaching

Method

Approach

Syllabus Design

Procedure

Method is the cover term for all of

language teaching, from theory to practice.
It is divided into the three levels:
a) Approach : the theoretical components of the
method divided into theories of language and
theories of learning.
b) Design is divided into syllabus design and
content; roles of materials; roles of learners;
and roles of teachers.
c) Procedure specifies the activities that are
actually used in the classroom.