structural syllabus -- funtional syllabus
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The document discusses six types of syllabi used in language teaching: structural, functional/notional, situational, skill-based, task-based, and content-based. It provides details on structural and functional/notional syllabi. A structural syllabus prioritizes grammar and is organized by linguistic structures. A functional/notional syllabus is organized by the functions and notions performed in language use. Both approaches have benefits and limitations for developing students' communicative competence. The document also provides an example of a mini curriculum using a functional approach.
![Sequencing and grading
Sequencing and grading of language material do
not seem to be of major concern to
notional/functional syllabus designers. Little in the
literature discusses principles for sequencing
material, and the question is raised.
The notional syllabus, it is claimed, develops
students' ability to do this [become
communicatively competent] by
accounting for communicative competence within
the actual design of the syllabus itself.
(Widdowson, 1979)](https://image.slidesharecdn.com/group1-sixtypesofsyll-structsyll-funtionalsyll-150907223018-lva1-app6892/85/structural-syllabus-funtional-syllabus-23-320.jpg)
structural syllabus -- funtional syllabus
- 1. English Syllabus and Classroom Instructional Design Taught by Dr. Enny Irawati Six types of Syllabus Structural Syllabus Notional/ Functional Syllabus Presented by: Atik Sri Rahayu Luki Emiliya Hidayat Fajar Ningtyas Masrurin Lailiyah Ida Prasetyaning Jati Nurohman Jazilatur Rizqiyah Suhandoko
- 2. Six Types of Syllabus 1.Structural Syllabus 2.Functional/ Notional Syllabus 3.Situational syllabus 4.Skill- based syllabus 5.Task- based syllabus 6.Content based syllabus
- 3. 1. Structural/ Formal Syllabus This type of syllabus contains a collection of the forms and structures, usually grammatical of the language. It covers nouns, verbs, adjectives, statements, questions, complex sentences, subordinate clauses, past tense and other aspects of language form such as pronunciation or morphology.
- 4. 2. A notional / functional syllabus This type of syllabus contains a collection of the functions that are performed when language is used. It includes: informing, agreeing, apologizing, requesting, promising, and so on. Examples of notions include size, age, color, comparison, time, etc.
- 5. 3. A Situational Syllabus A situational syllabus contains a collection of real or imaginary situations in which language occurs or is used. It usually involves several participants who are engaged in some activities in a specific setting. The primary purpose : to teach the language that occurs in the situations. For examples: Seeing the dentist, buying a book at the book store, meeting a new student, asking directions in a new town, etc.
- 6. 4. A Skill-based Syllabus A skill-based syllabus contains a collection of specific abilities that may play a part in using language. Skills are things that people must be able to do to be competent in a language, relatively independently of the situation or setting in which the language use can occur. The main purpose : to learn the specific language skills.
- 7. 5. A Task-based Syllabus This type of syllabus is similar with Content-based Syllabus. Both of these syllabus do not organized the teaching with the linguistics features of the language being learned. It contains a series of complex and purposeful tasks that the students want or need to perform with the language they are learning.
- 8. 6. A Content-based Syllabus Krahnke (1987) stated that this type of syllabus is not really a language teaching syllabus at all. The primary purpose: to teach some extent content or information using the language that the students are learning. The content teaching is not organized around the language teaching, but vice versa. A content-based language teaching is concerned with information, while task-based language teaching is concerned with communicative and cognitive process.
- 9. S T R U C T U R A L Definition Structural syllabus focuses on grammatical forms. Structural syllabus is constructed based on the theory that assumes that the grammatical or structural aspects of language form are the basic or useful. Structural syllabi has most been associated with Grammar Translation Method, Audiolingualism, Silent Way. (McKay in Brown, 1995:7) S Y L L A B U S Theoretical Base Language is a system which consists of a set of grammatical rules (learning them and apply to practical language use) The syllabus input is selected and graded according to grammatical notions of simplicity and complexity. This type of syllabus maintains that it is easier for students to learn a language if they are exposed to one part of the grammatical system at a time.
- 10. S T R U C T U R A L Content Top priority to teaching the grammaror structure of the target language. A list of linguistic structures (noun, verb, pronoun, adjective, singular, plural, present tense, past tense and so on) A list of words, that is, the lexicon to be taught (singular plural markings, the forms marking the tense system of the language, and special morphology such as determiners and articles, prepositions, and so on) S Y L L A B U S Cont Key features The key features of structural syllabus is synthetic (requires analysis of language/ content i.e. word frequency, grammatical analysis, and discourse analysis. In synthetic syllabus, different parts of language are taught separately and step by step. So that learners’ acquisition on the language is gradually the accumulation of parts until the whole structure
- 11. S T R U C T U R A L Consideration for sequencing or grading the contentS Y L L A B U S Cont Typically, the consideration for sequencing or grading the content in structural syllabus is starting with easy structures and gradually progressing to the difficult ones or from the most frequently used structures to the less frequently used ones. (J.D. Brown, 1995:8) Selection and sequencing of vocabulary in a structural syllabus are done with the help of the criteria mentioned by Michael West (1953): a) Frequency: The number of times the word appears in our use of language. b) Range: The number of texts / areas in which the item is found. c) Availability: Most appropriate and necessary for certain situations. d) Familiarity: Most familiar words. e) Coverage: The degree to which a word covers other words. f) Learnability: Easily learnable. Krahnke (1987) claimed that there is no ultimate way to solve the sequencing problem. Even if it exists, it is lack of empirical evidence.
- 12. Example of Structural Syllabus The following sample headings are taken from Azar’ Understanding and Using English Grammar Chapter 1 Verb Tense 1-1 The simple tenses 1-2 The progressive tenses 1-3 The perfect tense 1-4 The perfect progressive tense 1-5 Summary chart of verb tenses 1-6 Spelling of –ing and –ed forms Chapter 2 Modal Auxiliaries and similar expressions ….. Chapter 3 The Passive … Chapter 4 Gerunds and Infinitive …..
- 13. THE NEGATIVE CHARACTERISTICS OF STRUCTURAL SYLLABI
- 14. The most important of these is the usability, applicability, or transferability of structural knowledge.
- 15. Studies of the relationship of teaching of language form to writing ability in the learners' first language, for example, have shown that it has no measurable effect on any aspect of their writing ability (Hartwell,1985).
- 17. The second major drawback to structure-based instruction is that it can mislead learners into thinking they are learning a language when, in fact, they are learning facts or information about a language
- 18. The third drawback to structural syllabi is a result of the sequencing or grading problems referred to earlier. A strictly structural syllabus prevents students from producing structures they have not been taught.
- 19. Criticism During the 1970s, the use of structural syllabuses came under increasing criticism. Let us look at some of the criticisms: 1. One early criticism was that structurally graded syllabuses misrepresented the nature of that complex phenomenon of language. 2. SLA researchers state that grammatical grading of content interferes with language acquisition which is more a global than a linear process. 3. Form and meaning are emphasized and therefore, functional aspect of meaning is ignored. 4. Meaning of words and sentences is taught in isolation within a particular grammatical form. 5. What is taught within this view is items present in a structure. 6. The attack on grammatical syllabus is in part an attack on the view that language must be taught as a body of knowledge, a package that the teacher passes to the learner.
- 20. Functional/ Notional Syllabus Notional/ functionalism defines them in two ways. 1. Notions (categories of meaning) Semanticogrammatical categories which are usually charac terized by interaction between categories of meaning and grammatical forms in most languages (Wilkins:1978) (time, duration, quantity, agent, instrument, place, and many others 2. Functions The uses to which language forms are put on commu nicative purposes. (agreement, greeting, approval, predict ion, requesting, directions, apologizing, and so on).
- 21. Differing relationships between form and function
- 22. Functional/ Notional Syllabus Cont. • The determination of what notions, functions, and forms to in clude in a teaching syllabus is often regarded as part of notional/ functionalism. • Actually, notional/ functionalism is a procedure for desig ning a syllabus or choosing content for a specific syllabus, but it is not a part of the content of the syllabus itself. • Determining specific syllabus content involves 1. examining the type of discourse the learners are going to need to engage in, 2. noting the notions and functions and the specific forms that are used to express them in the types of discourse involved, 3. putting them together into a language-teaching syllabus
- 23. Sequencing and grading Sequencing and grading of language material do not seem to be of major concern to notional/functional syllabus designers. Little in the literature discusses principles for sequencing material, and the question is raised. The notional syllabus, it is claimed, develops students' ability to do this [become communicatively competent] by accounting for communicative competence within the actual design of the syllabus itself. (Widdowson, 1979)
- 25. POSITIVE CHARACTERISTICS • Including information about how language is used in the teaching syllabus potentially increases the usefulness of language instruction (Finocchiaro & Brumfit, 1983) • Students will be better able to function in written and spoken interaction • Students will have more experience with. • Students will have more knowledge about which language f orms do what in new language • Students will have had exposure to at least some real or simulated interaction in the language • Students may view the language more as a communica tive system
- 26. Example Function: Giving order Can be done by, for example: • Shut the door • Let the AC on • I’m having dinner at home (means: prepare for it) • I need to go to the airport (means: tell the driver to take me there) • I will join the party tonight (means: give me my tuxedo)
- 27. Keyword: Function, experience, interaction, exposure This school needs better trash management and I dedicate myself to be pa rt of it. Let’s collect the t rash after school and th en classify them into thr ee categories. Seriously? Hm... Inter esting! Exclude me. I have many tasks to do.
- 28. NEGATIVE CHARACTERISTICS • It will do little to develop interactional and communicative ability if the isolated- functions are not synthesized into discourse. • The instruction is less generalizable than Structural syllabus • If it is presented entirely in short utterances/exchanges and units of discourse, students may be unable to handle the new language in longer, connected discourse • It can become primarily a vehicle for teaching ‘routines’ and ‘patterns’ • Role of ‘routines’ and ‘pattern’ is open to dispute
- 29. Routines Short formulaic utterances generally used to perform specific function E.g.: No, thank you --- polite refusal A: Hello, how are you? B: Hi, I’m fine, and you? A: I’m fine too. Thanks. A week later in different occasion: C: Hi, how are you doing? B: ??? (don’t know what to say) Patterns Utterances with open slots into which various lexical items can be inserted E.g.: Would you like to ___________? Have you ever _________? I learn English because _______ I don’t like _______ What do you think of _______?
- 30. Solution • Avoid teaching relatively frozen phrases • Avoid unanalyzed ‘routines’ • Use productive structures • Use appropriate instructional techniques
- 31. APPLICATION • In the development of specific teaching programs for specific purposes, notional/functional syllabus may be appropriately used to define the content of such courses • Littlewood (1981) claimed that it will lead to more ‘communicative ability’ ---- > (but it is not empirically validated) • Learners have to synthesize pieces of information about the new language by their own • When combined with a more interactional methodolology and an acquisition-based theory of language, notional/functional instructional content may lead to more functional ability • For instructional programs whose goals are structural knowledge, it is still a possible choice • It may be an excellent way to impart conscious knowledge of the structure and function of a language
- 32. Mini Curriculum with Function as Organizing Principle Title or Function Apologizing Situation Department store (returning something) Communicative expressions or formula I’m sorry. Would it possible if___? Structures Simple past; present perfect Nouns Shirt Verbs Buy; wear Adjectives Small Adverbs Too Structure words You Miscellaneous Dates Activities Aural comprehension; Indirect speech; Changing register
- 33. That’s it...
- 34. References Brown, James Dean. 1995. The Elements of Language Curriculum: A Systematic to Program Development. Heinle & Heinle Publishers: USA Krahnke, Karl. 1987. Approaches to Syllabus Design For Foreign Language Teaching. Language and Education: Theory and Practice. Prentice Hall. NY West, Michael. 1953. The General Service List. Cambridge University Press.