SYLLABUS - Definition of ELT syllabus - Parts of syllabus in ELT
SYLLABUS
CHAPTER I
INTRODUCTION
A. BACKGROUND
Syllabus is a more detailed and operational statement of teaching and learning element which translate the philosophy of the curriculum into a series of planned steps leading towards more narrowly defined objectives at each level.
This paper is made to get more information about the ELT syllabus, this paper explain about the how we can make the syllabus in ELT and this paper explain to about the parts of syllabus in ELT.
B. FORMULATION OF THE PROBLEM
1. What is function of ELT syllabus
2. What of kinds in the ELT syllabus
C. PURPOSES
1. Knowing what is function of ELT syllabus
2. Knowing what are kinds OF the ELT syllabus
Chapter II
Discussion
A. Definition of ELT syllabus
Syllabus is lesson plans on one or groups of subjects / themes that include competency standards, basic competencies, subject matter/ learning, learning activities, indicators of achievement of competencies for assessment, assessment allocation of time and learning resources.
In Wilkins’ words, syllabus are the content of language teaching which have been submitted to some degree of structuring or ordering with the aim of making teaching and learning a more effective process.
According to Candlin (1984) said that” syllabus is combination resources what to teach and how to teach, by providing some goals to be accomplished, syllabus related to linguistic theory and theories of language learning and how they are utilized in the classroom. Syllabus are not different each other depends on resources that the teacher used in the classroom. The are parts of syllabuses in ELT, such as: A procedural syllabus, cultural syllabus, situational syllabus, skill-based syllabus, structural or formal syllabus, multi-dimensional syllabus, task-based syllabus, process syllabus, learner-led syllabus, proportional syllabus, content-based syllabus, national / functional syllabus and lexical syllabus.
B. Parts of syllabus in ELT
1. Procedural syllabus
a. Structure can be best learned when attention is concentrated on meaning
b. Focus is on the learner
c. Task and activities are designed but not the linguistic content
d. Learner focuses on trying to solve the meaning behind the text
2. Cultural syllabus
a. The aim of this syllabus to teach the following about culture:
- A research-minded outlook
- The learner’s own country
- Knowledge about the target culture
- Affective goals; interest, intellectual curiosity and empathy
- Awareness of its characteristic and of differences between the target culture
- Emphasis on the understanding socio-cultural implications of language and language use.
3. Situational syllabus
a. Based on real life situations, use situations to guide language teaching because language is related to the situational context in which it occurs.
b. The main principle of a situational language teaching syllabus is to teach the language that occurs in the situations.
4. Skill-based syllabus
a. Language skills are acquired for the purpose of situational or use in context.
b. Merges pronunciation, vocabulary, and grammar with listening to language with a purpose writing and speaking.
c. The purpose of this syllabus is for the ELL language skills.
5. Structural or formal syllabus
a. Organized along grammatical lines.
b. Focus on outcomes or the product
c. Learner expected to master each structural step while increasing grammar
d. Uses structured, sequenced practice drills.
6. Multi-dimension syllabus
a. A flexible syllabus designed to incorporate all types of focuses: structure and situational can be taught.
b. A combination of other models
c. The underlying principle is that there should be flexibility to change the central point of the teaching material as the course unfolds. This will lead to a syllabus design which is flexible, less rigid and more responsive to the various student language needs.
7. Task-based syllabus
a. Using specific task to achieve a purpose.
b. Task must be relevant to the real world language needs of the learner. It should be meaningful task so as to enhance learning.
8. Process syllabus
a. Decision to follow a pre-designed content syllabus, or develop an on-going syllabus using alternative assessment, activities and tasks.
b. Develops a strong relationship between subject matter, learning and the contribution of a classroom.
9. Learner-led syllabus
a. Learners engaged in the implementation and design as mush as practically possible.
b. The instructor uses a pre-arranged syllabus as a guide, but the learners create and modify the syllabus increasing interest and motivation to develop language skills.
c. Question on practically of program as syllabus is guide by the learner.
10. Proportional syllabus
a. Focus is on flexibility and spiral technique of language sequencing leading to the recycling of language.
b. Goals is to develop an overall competence
c. Themes are chosen by the learner.
d. Shift from form to interaction
e. States syllabus has to indicate what will be taught, rather than what will be learned.
11. Content- based syllabus
a. Goals is to teach specific information and content using the language that learners are learning.
b. Subject matter is primary, and language learning happens concurrently.
c. For example, a chemistry class, linguistic adjustments are made to make the chemistry more understandable.
12. National / functional syllabus
a. Focus is on the communicative purpose and the conceptual meaning of language.
b. Calls for needs analysis to establish objectives
c. Function such as inviting, requesting, agreeing, apologizing are taught.
d. Notions such as age, color, size, comparison, time and etc.
13. Lexical syllabus
a. Based on real language.
b. Use of the commonest words and phrases and their meanings
c. Learning the patterns of language
d. Language is carefully selected for the learner to analyze by themselves.
Chapter III
Closing
A. Conclusion
1. Definition of ELT syllabus
Syllabus is lesson plans on one or groups of subjects / themes that include competency standards, basic competencies, subject matter/ learning, learning activities, indicators of achievement of competencies for assessment, assessment allocation of time and learning resources.
2. Parts of ELT syllabus
- Procedural syllabus
- Cultural syllabus
- Situational syllabus
- Skill-based syllabus
- Structural or formal syllabus
- Multi-dimension syllabus
- Task-based syllabus
- Process syllabus
- Learner-led syllabus
- Proportional syllabus
- Content- based syllabus
- National / functional syllabus
- Lexical syllabus
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