TASK 4 – LANGUAGE SYLLABUS

Presented by:
GREISY KARELY ROMERO TARAZONA
Code: 1093782851

Presented to:
EDWIN ANDRES LONDOÑO

551026_4

November, 2020

UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA

EDUCATION SCIENCES SCHOOL
DIDACTICS OF ENGLISH
CÚCUTA

State the definition of Syllabus, its main features and its importance in language education.
DEFINITION
A process syllabus therefore
represents an orientation to
how learning is done which
deliberately locates the
selection and organisation
of the actual syllabus of the
classroom group within the
collaborative decision-
making process undertaken
by teacher and learners in a
language class (Breen and
Littlejohn 2000)
ACTIVITIES TO DEVELOP
MAIN FEATURES
The syllabus is coherent,
integral, dynamic,
systematic, flexible and
intentional.
IMPORTANCE IN
LANGUAGE
EDUCATION
Robinson (2011, p. 294)
describes syllabus design as
the compilation of decisions
regarding units and their
sequence of performance.
Tomlinson (2008, p. 6):
• Provide rich experience
with varying genres and
text types
• Provide pleasing
experience through
beautiful art and design
• Use of multimedia for rich
and varied language
learning
• Help learners make
discoveries for themselves
• Help learners become
autonomous language
learners
• Providing extra materials
for extensive listening and
extensive reading
• Help learners personalize
and localize their language
learning

Design a chart where you include the different types of language syllabi. In this chart include
their definition, their advantages, disadvantages or failures, and finally propose a didactic
activity taking into account the nature of the syllabi.
TYPES OF
DIDACTIC
LANGUAGE DEFINITION ADVANTAGES DISADVANTAGES
ACTIVITIES
SYLLABUS
THE It is a method of It is easy to its nevertheless The teacher
GRAMMATICAL translating text follow and easy synthetic and designs
SYLLABUS from L2 to L1 to assess. Such a moreover, does not exercises to
and deducing syllabus can be often enough result in put in practice
 grammatical very transparent, higher proficiency the structures,
features (top- so by going than other design vocabulary
down), through the steps, types. and sentences
conducted in the there may be a • L2 learners need to pattern
L1. strong feeling of explicitly learn (complete,
achievement. grammar translate, re
Progress can be • L2 grammar write,etc).
easy to measure. teaching leads to
grammatical L2 usage
• L2 grammar has
logical rules that are
definable, teachable,
and learnable
• all L2 learners can
learn L2 grammar at
the same pace
• (from teachers) “I
learned it this way,
why can’t you?”
THE NOTIONAL- The notional- It can implement it is still synthetic and The teacher
FUNCTIONAL functional (NF) more realistic product-based; it is applies the
SYLLABUS syllabus learning tasks not scientific nor is it functions and
developed in based on real- logical from a the notions
Europe as a world biological together into
reaction toward communication. perspective. learning tasks,
the grammatical it can also be he Notional for instance,
syllabus. motivational for Functional syllabus Introducing
the NF syllabus the students was designed to be a yourself;
is a because the step up from the expressing
communicative syllabus, or the grammatical syllabus, likes and
syllabus, it to-do list, is in reality it is (a) very dislikes;
raises transparent; similar in many ways giving
motivation students may gain and (b) actually a step personal
because it is a healthy feeling down when it comes information,
communicative, of completion to assessment describing
and it covers “all after each item is policies. family
kinds of crossed off the members.
language list.
functions” It provides a
means for
contextual
understanding
and realization
before
performance
because it grasps
 onto cultural
needs.
It is a syllabus The lexical the lexical syllabus
with a keen syllabus is a should be summed up
focus on lexis. novel approach to as “having great
The way it language potential as a theory,
primes learners teaching, based but not developed
on all typical on research. enough to be a
usages per word, Perhaps the syllabus.”
then providing biggest advantage the lexical syllabus
them with the of the lexical remains shallow from
capacity to syllabus from the the researcher’s
generate context pragmatic point perspective, and it
appropriate of view is the suffers from this.
phrases, seems lack of
to be a much guesswork; the
THE LEXICAL more elegant syllabus is not
SYLLABUS pedagogy. based on writers’
assumptions.
With the focus on
lexical items and
usage that is
based on real-
world usage, the
learning content
tends to be more
natural and may
even foster
deeper processing
(Schmitt &
McCarthy, 1997,
p. 3).
THE TASK- n theory, it is a it takes into No guidance The teacher
BASED type of syllabus account human provided on the organizes the
SYLLABUS that is learning- cognition and selection of tasks and topics, forms
centered. cognitive how tasks might be and structures
It therefore development by related to the real- and fit them
should be a being a world language with the tasks.
procedural processbased needs of the learners. The teacher
syllabus based syllabus. makes a list of
on teacher- It builds and abilities or
selected tasks relies on learner tasks that
that are assumed autonomy— students need
to promote the something very to develop.
language real and
acquisition important when
 process, while the student leaves
downplaying the the classroom.
learning of pre-
selected
linguistic
content (Tagg &
Woodward,
2011).
ccording to (1) the Implicit language The teacher
Brinton, Snow, motivational instruction can makes a list of
and Wesche aspects that confuse learners and topics,
(1989, p. vii), it coincide with may give them the grammatical
is the empowerment impression that they forms and
“integration of and meaningful are not actually vocabulary
content learning goals and (2) the learning language. and adjusts
with language fact that student them to the
teaching aims. are no longer topics
It refers to the only focused on
concurrent study studying about
CONTENT- of language and the L2, but using
BASED subject matter, it as needed,
SYLLABUS with the form naturally
and sequence of Content Based
language Instruction is easy
presentation to implement. In
dictated by fact, it does not
content need a specialized
material.” course book—
any book written
in English could
serve as the
center piece of a
CBI course.