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 functional-notional 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.