SYLLABUS DESIGN

Group members:
Griche Nour El Houda.
Hadid Rayane.
Melouki Wassila.
Guemdane Meriem.
Naghmouche Oumaima.
INSTRUCTIONS:
1. Name the categories.
2. Define each category.

Compare the categories after examining their

characteristics.

 Type A / Type B syllabuses.

o Product oriented / Process oriented.
o Synthetic / Analytic.
 Type A / Type B.

1. Type A syllabuses:

This type deals with what should be learned in a second language

classroom. Most syllabuses that fall under Type A syllabus are best
represented by controlled practice, sequentially presenting language
items one a time, whereby learners are expected to build a gradual
understanding of language. Here, the teacher is the authority in the
classroom.
The teacher decides about what items the students must learn and
how they will be evaluated. So, things are done to the learner. As it is
clear from the definition of this type of syllabus, it is product oriented
synthetic syllabus.
• Type B syllabuses

Consider the question of how a second language should be learned.

Here, the emphasis is on the learning process. Objectives of the course are
based on the needs of the learners. The teacher and students work together.
So, things are done with the learners. This type of the syllabus is useful for
the author in developing learners communicative skills. Type B syllabuses
stand for process oriented analytic syllabuses.

White (1988) categorized content or skills based syllabuses as type A

and process and the procedural syllabuses as type B.
 Characteristics of Type A and B

Type A: Type B:

What is to be learnt? How is it to be learnt?

Interventionist Non-interventionist

External to the learner Internal to the learner

Determined by authority Negotiated between learners and

teachers
Teacher as decision maker Learner and teacher as joint decision
maker
Objectives defined in advance Opportunities described after wards

Assessment by achievement or by Assessment by learners criteria of

mastery success
Type A / Type B:
Type A syllabus provides students with an external knowledge of
language, the Type B syllabus offers an internal awareness of language.
Also, while a Type A syllabus follows a synthetic approach, the Type B
syllabus follows a more analytic one, with the earlier representing a what is
to be learnt ?
 Product oriented / Process oriented:

Product oriented syllabuses are those in which the

focus is on the knowledge and skills which learners
should gain as result of instruction, while process
syllabuses are those which focus on the learning
experiences themselves.
 Characteristics of product-oriented and process-oriented syllabuses

Product-oriented syllabuses
•Emphasize the product of language learning
•Different parts of language are taught separately
•Acquisition is a process of gradual accumulation of parts
•Learner is being exposed to a deliberately limited sample of
language9Wilins,1976).

Process-oriented syllabuses
•It a process rather than a product .
•Focuses on the specification of learning tasks and activities that the
student will undertake during the course .
 Synthetic / analytic syllabuses

Synthetic syllabus
•Segment the target language into discrete linguistic items.
•Different parts of language are taught separately.
•The learners job is to synthesize the language.
•Structural, lexical, notional and functional, and most situational and
topical syllabuses are all synthetic.
Analytic syllabus
•A semantic, meaning-based syllabus, which aims at
developing the learners communicative competence.
•Focuses on the learner and his needs and on the kinds of
linguistic performance necessary to achieve those goals.
•Treats language as a whole and emphasize its communicative
aspect rather than its structural qualities.