Difference between a syllabus and a curriculum. An account of the salient factors we have to consider for constructing a syllabus.
2. Syllabus and curriculum
A. Definition of syllabus
B. Definition of curriculum
C. Difference between syllabus and curriculum
a. Basic difference
b. Differences in detail approaches
3. Factors to construct a syllabus
A. Type A: What is to be learn
B. Type B. How is to be learn
C. Van EK’s necessary component
D. Selection of the content
E. Organization of the content
F. Components to design a syllabus
a. Set A
b. Set B
c. Set C
d. Set D
G. McDonough about syllabus ...view middle of the document...
It seemed worthwhile, therefore, to convene a symposium at TESOL Convention in Toronto in 1983 specifically to examine the role of syllabuses in normal state education. And it is also seemed worthwhile not to rush too quickly into arguments about the detailed design of syllabuses, but to clear the ground first on the definition, function and purpose of the syllabuses, for many of the difficulties in discussion of (for example) Wilkins’ influential ‘Notional Syllabuses (1976)’ result from the enormously varying interpretations of the term syllabus.
Since a language is highly complex and pervasive, all of it (which can hardly be determined) cannot be taught at a time. Moreover al the phenomena related to the language might not be relevant or necessary to be taught to the learner/group of learners. Therefore, successful teaching of the language evidently requires a selection and then an arrangement of the teaching items/materials depending on the prior definition of the objective(s), proficiency level to be developed in the learner, duration of the program, and the like, on the one hand, and on the other, upon the consideration of the learner’s needs, lacks, aptitudes, motivation, age, personality memory transfer of training, cognitive style, and so forth. The selection and the sequencing absolutely take place in the syllabus planning stage.
With the advent of much complicate theories of language and language learning, as well as recognition of the diversity of the learners’ needs, wants, and aspirations, the concept of syllabus for SL/FL teaching has taken on new importance. It has also become highly elaborated, and has been examined at length, particularly in the context of ESP programs, and generally ELT planning. Thus the syllabus is now viewed as an instrument by which the teacher, with the help of the syllabus designer, can achieve a degree of fit between the needs and aims of the learner (as social being and as individual) and the activities, which will occur in the classroom.
A syllabus is required to produce efficiency of two kinds-pragmatic and pedagogical. The former is concerned with the economy of time and money. It needs the setting of instructions to be planned, and that not all learners are to be given the same treatment.
So syllabuses differ according to the practical factors present in given situation. The latter kind of efficiency is related to the economy in the management of the learning process. Instruction provided in an institutional setting is assumed to be a more efficient method of dealing with learning than allowing the learner to proceed in a non-structured environment. It is then clear that the syllabus of any kind is viewed as providing a better control of the learning process, generally by the institution and/or the teacher, but in some instance control can be and should be exercised also by the learner himself/herself. The degree and the type of control that the syllabus exercises depend on the...