Course Title: Applied Linguistics

Course code: ENG- 603

Presentation by: Group no. 7
Participants:
62 Aleeha Zia
73 Ayesha Akram
75 Ayesha Sajid
90 Iqra Rafiq
91 Isha Zaib
93 Laiba Noor

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01. Place your screenshot here

Definition &
Scope of Syllabus

Let’s start with the first set of slides

 “
Hutchinson and Waters (1987:80) define
syllabus as:
“At its simplest level a syllabus can be described
as a statement of what is to be learnt. It reflects
language and linguistic performance.”

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 “
Syllabus can also be seen as:
“Summary of the content to which learners will
be exposed”
(Yalden, 1987: 87).

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 Syllabus:
▪ Syllabus is the overall organizing principle for
what is to be taught and learned.
▪ It is the way in which content is organized and
broken down into a set of teachable and learnable
units, and will include considerations on pacing,
sequencing and grading items’ methods of
presentation and practice, etc.
▪ Syllabus inventory is a list of the content to be
covered in the language program much like a
content outline.
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 How it is different from Curriculum?
▪ People often use this term interchangeably but in
the the domain of Applied linguistics there have
clear distinctions.
▪ SYLLABUS is like a guide for a single course,
showing what's covered each day. Meanwhile, the
CURRICULUM is a bigger plan that includes
how different language-related courses connect,
what you'll learn in each, and the main goals for
the whole program.
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▪ It also sets the order of classes and explains how
they relate to each other. Essentially, the
curriculum is the master plan for all the language-
related subjects you'll study.

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Example
In applied linguistics, a SYLLABUS might focus on the
specific content, activities, and assessments within a
course like "Introduction to Sociolinguistics," detailing
the readings, discussions, and assignments for that
particular class. Meanwhile, the CURRICULUM for an
applied linguistics program would encompass multiple
courses such as phonetics, syntax, discourse analysis,
language acquisition, etc., along with their interrelation,
the overall program goals.

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 Scope of Syllabus

▪ The scope of a syllabus typically revolves around a

specific course or module within the field.
▪ It outlines the detailed content, objectives, learning
outcomes, readings, assignments, and assessments
for that particular class.

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▪ It delves into the specifics of what will be taught,
how it will be taught, and how learning will be
evaluated within that specific subject area.
▪ This detailed plan helps students and instructors
understand the flow of the course, the topics to be
covered, and the expectations for learning and
assessment within the confines of that particular
subject.

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Synthetic and
Analytical syllabus
 Synthetic syllabus

Wilkins (1976) separates language syllabi into synthetic and analytical types of
syllabuses
Synthetic syllabuses:
• 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 (Long and Crookes, 1992,
1993; Long and Robinson, 1998).

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Wilkins (1976) argues that "synthetic language
teaching strategy is one in which the different parts of
language are taught separately and step-by-step so
that acquisition is a process of gradual accumulation
of the parts until the whole structure of the language
has been built up (p. 2)". In this kind of syllabus
learning occurs linearly; unless the learner masters
one unit they do not go to the next unit. The salient
example of synthetic syllabus is grammatical or
structural syllabus.

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Example
Imagine learning English by first
studying verbs, then nouns, and later
putting them together to make
sentences. It's like building a
language step by step.

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Long & Robinson' criticism (Focus on Forms)
(a)Absence of needs analysis;
(b) Linguistic grading;
(c) Lack of support from language learning theory;
(d) Ignorance of learners' role in language development;
(e) Tendency to produce boring lessons, despite the best efforts
of highly skilled teachers and textbook writers; and
(f) Production of many more false beginners than finishers

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 Analytical syllabus
The second fundamental type of syllabus distinguished by Wilkins is the
analytic. The analytical syllabus is a semantic, meaning-based syllabus,
which aims at developing the learners' communicative competence.

Analytic syllabuses focus on the learner and his needs and on the kinds of
linguistic performance necessary to achieve those goals (Wilkins, 1976:13-
14).

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Analytic syllabuses treat language as a whole and emphasize its
communicative aspect rather than its structural qualities. Analytic
syllabuses are organized in terms of the purposes for which people
are learning language and the kinds of language performance that
are necessary to meet those purposes.

Learners are presented with chunks of language which may include

structures of varying degrees of difficulty. Analytic syllabuses are
more likely to result from the use of experiential rather than
linguistic content as the starting point for syllabus design.

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The language and content are drawn
from the input and are selected and
graded primarily according to what the
learner's need to do in performing the
real world communicative task. In the
task, linguistic knowledge that is built
through the unit is applied to the
solving of a communicative problem.

Procedural, process, and task

syllabuses are examples of the analytic
syllabus type.

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Example:
Instead of just learning verbs and nouns, you might play
games or do tasks using English, making it feel more natural.
Key Features:
1. **All-in-One Skills:** Learning speaking, reading, and
more all together.
2. **Tasks and Projects:** Doing things in English, like
solving problems or making things.
3. **Real-Life Use:** Using English like you would in real
life.

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Long & Robinson' criticism (Focus on Meaning)
Some types of analytic syllabuses, also called "focus on
meaning" in Long and Robinson (1998), have been
criticized for, for example,

- Lack of accuracy attained,

- unlearn ability of some grammatical features from
positive evidence only,
- And deprivation of the opportunity to speed up the rate of
learning.
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3. The relationship
between language, theory
of language, language
learning, and language
syllabuses
Language The theory of language

Language is a complex Refers to the principles,

system of communication 1 2 concepts, and models that
that allows individuals to describe how language works.
express ideas, thoughts, and
emotions.

Language Learning Language Syllabuses

Involves the process through Refer to the structured plans and
which individuals acquire the frameworks that outline what will
skills to understand, produce, 3 4 be taught and learned in
and use a particular language. language courses or programs.

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Theory of Language informs Language
Learning:

Understanding the theory of language helps

language learners and educators comprehend
language structures, rules, and patterns. It provides a
foundation for the effective teaching and learning of
languages by offering insights into how languages
are used and acquired.

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Language Syllabuses guide Language
Learning:

Language syllabuses serve as a roadmap for

language learners, providing a structured plan and
clear objectives for their language learning
journey. They outline the content to be covered,
the skills to be developed, and the progression of
learning, giving learners a sense of direction and
achievement.

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Language Learning impacts Language:
Through language learning, individuals acquire the
ability to use and manipulate language effectively.
As language learners become proficient, they
contribute to the evolution and development of
language by applying learned rules, structures, and
vocabulary in their communication.

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In conclusion, language, theory of language,
language learning, and language syllabuses are
interconnected components that influence and
shape one another. Understanding the
relationship between these elements is key to
effective language teaching and learning.

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 “
Dichotomies of syllabuses

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Dichotomies of syllabuses
▪ In linguistics, the dichotomies of syllabuses
refer to the contrasting choices and divisions
made in the design and structure of language
education plans.

▪ These dichotomies involve decisions about

various aspects of teaching a language, such as
content focus, instructional methods, and the
balance between theoretical and practical
components. 28
Some Dichotomies of syllabuses are :

▪ Theoretical Vs Practical
▪ Fixed Structure Vs Flexibility
▪ Teacher-Centered Vs Student-centered
▪ Prescriptive Vs Descriptive
▪ Content-Centric Vs Skill-Centric

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 Theoretical vs. Practical
Theoretical
Concentrates on understanding
principles, theories, and
concepts.
A syllabus with a theoretical
emphasis focuses on imparting
conceptual knowledge,
principles, and theories within
a given subject.
Practical
Prioritizes the application of
knowledge through hands-on
activities or real-world scenarios
A syllabus with a practical
emphasis emphasizes the
application of knowledge in real-
world scenarios, often involving
hands-on activities, experiments,
or case studies.
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Content: Exploration of various
literary theories (structuralism,
postcolonialism, etc.).
Instruction: Lectures and
seminars discussing theoretical
frameworks.
Assessment: Essays analyzing
literary works through
theoretical lenses.
Content: Practical language
skills emphasizing daily
communication.
Instruction: Conversational
activities, language games, and
immersive experiences.
Assessment: Practical
assessments like real-life
dialogues and scenario-based
evaluations.
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 Fixed Structure vs. Flexibility
Follows a rigid schedule and
predetermined content
sequence.
A fixed structure syllabus
typically outlines a
predetermined sequence of
topics and learning objectives
that must be covered in a
specific order
Allows for adjustments based
on student needs, current
events, or emerging trends.
flexible syllabus might involve
project-based learning, allowing
students to explore topics based
on their interests.
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For instance, a math An English curriculum that

curriculum in which encourages students to
students are required to choose books for
learn addition before independent reading
multiplication projects, fostering
demonstrates a fixed individualized exploration,
structure. exemplifies flexibility.

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 “
Teacher -Centered vs Student-Centered

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 Maps

our office

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 Prescriptive Vs Descriptive
Dictates specific content,
methods, and outcomes.
Example:
Topic: Present perfect tense
Objectives: Learn rules, form,
and usage
Activities: Grammar exercises,
rule-based drills
Provides a framework or
guidelines, allowing for
interpretation and adaptation.
Example
Learners use present perfect
naturally in daily conversation
Focus: Enhance communicative
competence
Activities: Role-playing, real-life
scenarios.
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 Content-centric Vs skill-centric
Content-Centric: Skill-Centric:
This approach prioritizes This approach focuses on
the delivery of specific developing specific skills or
knowledge or content. It competencies. It prioritizes
emphasizes what the acquisition of practical
information is being taught abilities and real-world
rather than how it is taught. application of knowledge.

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Traditional lectures where
the focus is on delivering a
set curriculum without
necessarily emphasizing
the development of
broader skills.
Hands-on workshops or
project-based learning
where students actively
engage in activities to
develop problem-solving,
critical thinking, or
technical skills.
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Product vs Process
Oriented Syllabuses
1.
Product-Oriented
Syllabuses
 “
Product oriented syllabuses are those in
which the focus is on the knowledge and
skills which learners should gain as result
of instruction.
– Nunan (1988)-

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 ▪ Product-oriented syllabus focuses on outcomes
(what is learnt at the end of a learning session)
▪ Focuses on things learnt at the end of a learning
process (things that are instructed by teachers/instructors)

Example
In a language classroom- students work with
Grammatical structure in their English course and
show their progress at the end of the session by
attending tests based on the provided grammatical
items.
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2.
Process-Oriented
Syllabuses
 “
A process oriented syllabus focuses on the
skills and processes involved in learning
language.

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 ▪ It focuses on the processes of learning.
▪ Process-oriented syllabuses are developed as a result of a
sense of failure in product-oriented syllabuses to enhance
communicative language skills.

Example
Rather focusing on the features of the products of writing,
such as letters, compositions, notes, reports etc, a process-
writing syllabus would focus on the processes writers use to
complete their tasks, such as: collecting information,
organizing ideas, drafting and revising.
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Types of Product Oriented Syllabus

Functional-
Grammatical Analytical
Notional
Syllabus Syllabus
Syllabus

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Grammatical Syllabus
1. Based on the structure of a language.
2. Learners learn grammatical structures in a sequence
that reflects their complexity.
3. Does not encourage the use of grammatical structures
in real communication, leading to many artificial
contexts for practice.
4. Inability to transfer learning to real communication

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Functional – Notional Syllabus
Function: communicative purpose for which we use language. Notion:
conceptual meanings expressed through language. (objects, entities,
logical relationships, etc.)
1. In this syllabus language contents is arranged according
to learners communicational needs.
2. It sets realistic learning tasks.
3. It provides for the teaching of real world language.
4. It provides for the widespread promotion of foreign
language courses
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Analytical Syllabus
1. Organized in terms of the purposes for which the
learner is learning the language.
2. Syllabus is not designed for analyzing the
grammatical structure of the language. It is designed
for the communicative use/purpose of the language.
3. The language and contents are drawn from the input.
4. Language contents are selected and graded primarily
according to the learner's need (real world
communicative task)
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Types of Process Oriented Syllabus

Natural
Task-Based Content Based
Approach
Syllabus Syllabus
Syllabus

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Task Based Syllabus
1. An activity or action carried out as the result of processing or
understanding language.
2. Based on task-based learning .
3. Learners carry out tasks such as solving a problem or planning an
activity.
4. It involves learner contributions and promote language practice.
5. The language learnt comes out of the linguistic demands of the
activity.
Example: drawing a map while listening to an instruction, filling out a
form, performing a command, etc.

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Content Based Syllabus
1. An approach to language teaching in which the focus is on the
development of language through classroom activities.
2. Designed to promote cognitive skills.
3. Involves the integration of subject matter(what to talk about) and
linguistic matter (how to talk about)
4. Theme based teaching.
5. Language class activities are specific to the subject matter being
taught.
6. Teaching elements/course is structured around certain themes Such
as: Cooperative learning, task base/experiential learning, project
work etc.
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Natural Approach Syllabus
Comprehensively described by Krashen and Terrell (1983). Principles
are based on experimental research such as:
1. The goal is communication skills.
2. Comprehension precedes production.
3. Learners are not forced to respond; production emerges naturally.
4. Central activities promote subconscious acquisition of language,
rather than conscious learning.
The natural approach is designed to develop basic personal
communication skills- both oral and written and was not
developed specifically to teach learning skills.
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Comparison between Product oriented and
Process oriented Syllabus

Product-Oriented Syllabus Process-Oriented Syllabus

▪ Focus is on knowledge and skills
▪ Skills that are learnt at the end of
learning session
▪ Focuses on completed acts of
communication
▪ Emphasis on the output
▪ Concentration is towards the goal
▪ Focuses on the process of
learning
▪ Skills that are involved in
language learning process
▪ Emphasis is on the process
▪ Series of action is important

Every syllabus is both product-oriented as well as process- oriented. But the

difference is created because of the emphasis on any one of them while
designing a syllabus. Many argue that a successful syllabus must be
combination of both processes and outcomes.
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 “
▪ Considerations common to all
syllabuses

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1-Tone and Frame:
▪ Communicate a welcoming and friendly tone.
▪ Emphasize excitement for learning and a
lifelong pursuit.
▪ Foster positive motivation and a collaborative
spirit.
▪ Include a brief teaching philosophy and
description of teaching approach.
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2-Learning Goals and Objectives:
▪ Frame learning objectives as beautiful
questions or big ideas.
▪ Connect objectives to cognitive, personal,
social, civic, and/or professional relevance.
▪ Highlight connections to core principles of the
discipline.

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3-Learner-Centered Framework:
▪ Promote messaging that each student can
succeed.
▪ Share responsibility for the learning
environment.
▪ Include student-led discussion groups and
opportunities for collaboration.
▪ Encourage student agency.

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4-Content Selection:
▪ Emphasize multiple perspectives, identities,
and experiences.
▪ Use a variety of course materials in multiple
formats.
5-Learning Activities
▪ Offer a variety and Assessment:
of assignments for
demonstrating understanding.
▪ Include formative assessments with immediate
feedback.
▪ Ensure purposeful and transparent alignment
between goals and assignments. 59
6-General Statements and Policies:
▪ Frame policies in positive statements.
▪ Include communication expectations.
▪ Incorporate statements on inclusion, diversity,
and accommodations.
▪ Explicitly state rules, assumptions, values, and
expectations.
▪ Provide information on campus resources for
student needs.
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7-Visual, Organizational, and Clarity:
▪ Ensure clear organization and logical flow.
▪ Use section headings for easy navigation.
▪ Emphasize the need for continual interaction
with the document.
▪ Incorporate visuals like images, graphics,
charts, or diagrams.
▪ Ensure the document is fully accessible.
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Thanks!

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