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The Analysis of The Syllabus

The document analyzes the syllabus of the textbook "Longman English Grammar Practice for Intermediate students". It finds that the textbook follows a structural syllabus, where: 1) The content is based on the structures of the language, arranged from simple to complex. 2) It consists of a collection of grammatical forms like nouns, verbs, tenses. 3) The syllabus content aims to teach the grammar and structures of the target language.

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0% found this document useful (0 votes)
57 views

The Analysis of The Syllabus

The document analyzes the syllabus of the textbook "Longman English Grammar Practice for Intermediate students". It finds that the textbook follows a structural syllabus, where: 1) The content is based on the structures of the language, arranged from simple to complex. 2) It consists of a collection of grammatical forms like nouns, verbs, tenses. 3) The syllabus content aims to teach the grammar and structures of the target language.

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ISMA SYAFITRI
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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The analysis of the syllabus

Title of the textbook: Longman English Grammar Practice for Intermediate students

Writer : L. G Alexander

Publisher : Longman Group UK Limited 1990

A structural syllabus or grammatical syllabus is doubtless the most familiar of syllabus types.
It is one in which the content of language teaching is a collection of the forms and structures, usually
grammatical, of the language being taught. Examples of structure include: nouns, verbs, adjectives,
statements, questions, complex sentences, subordinate clauses, past tense, and so on, although
formal syllabi may include other aspects of language form such as pronunciation or morphology.

The structural Syllabus has a long history, and a major portion of language teaching has been
carried out using some form of it. The 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.
When functional ability, or ability to use or communicate in the new language, is a goal of
instruction, the structural syllabus can be said to embrace a theory of learning that holds that
functional ability arises from structural knowledge or ability. The content of the structural syllabus is
language form, primarily grammatical form, and the teaching is defined in terms of form. Although
the definition of language form and the most appropriate "grammar " to use in pedagogy have long
been disputed, most existing structural syllabi use some form of traditional, Latin -based,
descriptive/prescriptive grammatical classification and terminology. The usual grammatical
categories are the familiar ones of noun, verb, pronoun, adjective, singular, plural, present tense,
past tense, and so on. The domain of structural syllabi has tended to be limited to the 27 sentences.
That is, the sentence is the largest unit of discourse that is regularly treated. A classification of
sentence types usually includes semantically defined types such as statements or declaratives,
questions or interrogatives, exclamations, and conditionals, and grammatically defined types such as
simple, compound, and complex sentences. A good deal of morphology can also be found in
structural syllabi, such as s in gul a r and plural marking, the forms marking the tense system of the
language, and special morphology such as det erm iners and articles, prepositions and postpositions,
gender markers, and so on. Morphology also deals with vocabular y, specifically formal aspects such
as prefixes and suffixes. A key feature of the structural syllabus is that it is "synthetic" (Wilkins, 1976;
Yalden, 1983). Synthetic syllabi require analyses of the language (content), such word frequency
counts, grammatical analysis, and d i s course ana l ysis. The syllabus designer uses the elements
isolated as a result of the analyses to make up the content of the syllabus. In most cases there are
rules, p atter ns and g r am m ati c al elements, u s u a l l y with guidelines for their combination and
use. Because of their synthetic nature, structural syllabi assume a gene r al theory of learning that
holds that learners can synthesize the material being taught in one of at least two ways. First, the
analyzed information - the rules and patterns -are available as the learner attempts to use them in
linguistic communication. The l e a r n e r uses the information either to generate or produce
utterances or discourse, or to check the accuracy of production. Second, anal yz ed information is
transformed from analyzed, possibly conscious knowledge, into the largely unconscious behavior
that makes up language use.
The table below is the major criteria of the structural syllabus and the identification of the textbook
that we’ve found.

No. Criteria Description


1. It based on the structures of a language Based on the structure of the textbook,
(based around tasks, vocabulary, it consists of the grammar practice.
functions or topics)
2 Based on sequence and grading The items on each list are arranged in
order showing which are to be taught
in the first course, which in the
second, and so on. Textbook starts
with the sentence, then the tenses,
then the part of speech, and so on.
Learners are not usually exposed to
more difficult structures than the ones
they are learning.
3 Consist a collection of the forms and It covers the materials from
structures. Usually, grammar rule of the 1. the sentence,
language 2. nouns
3. articles
4. pronouns
5. quantity
6. adjectives
7. adverbs
8. preposition (Adverb particles
and pharsal verbs.)
9. verbs, (verb tenses and
imperatives),
10. Modal verbs,
11. Auxiliaries, and related verbs
12. the passive and the causative,
13. questions, answers and
negative
14. Conditional sentences
15. Direct and indirect speech
16. The infinitive and the + ‘-ing’
form
4 The content of the syllabus is It has a list of linguistic structures, that
determined by giving top priority to is, the grammar to be taught and a list
teaching the grammar or structure of of words, that is, the lexicon to be
the target language taught. The text book consist of
vocabulary of noun, language or branch
of knowledge

Conclusion
After analysed we the contents of the textbook titled ‘Longman English Grammar Practice for
Intermediate students’, we found out that the possible types of syllabus that the writer have
arranged is “the structural syllabus”.

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