Republic of the Philippines
E A S T E R N V I S AY A S S T A T E U N I V E R S I T Y
Tacloban City
COLLEGE OF ARTS AND SCIENCES
GRADUATE SCHOOL
Name: MENDOZA, DENMARK BILY N. Program: MAED-LI Date: July 27, 2024
Course: LIS 102 Curriculum Development and Syllabus Design for Language Programs
A Gistique Paper on Ronald V. White's Factors of Syllabus Design
Introduction
The paper attends to complex factors in the design of a language syllabus or
syllabuses, focusing on the place of communicative competence. It gives a
background of the rather current traditional elements in syllabus design and points to
the need for a move to a broader base. It argues that truly communicative competence
requires integrating grammatical, sociolinguistic, discourse, and strategic
competencies. This, thus, indicates that incomplete communicative competence is an
issue, more directly in cross-cultural communication. It's a quest to offer revelations
on how to enrich language curriculums with such critical ingredients. The article
ultimately advocates for the optimization of teaching and learning outcomes by
adopting a holistic approach toward the design of a language syllabus.
Discussion
The discussion first involves the traditional elements in language syllabuses.
These of course consist of grammatical structures, vocabulary, and functional
language use. These alone, however, often turn out to be insufficient in executing
communicative competence. In the instance, a learner may have mastery of the
grammar rules, but without suitable sociolinguistic or strategic competence, he/she will
not communicate appropriately. From the reading, it is clear that communicative
competence calls for grammatical correctness and proper use of the language
regarding the context. Such a multifaceted nature of language proficiency brings out
an enormous deficiency in traditional syllabus design, which underlies problems of
real-life communication, in particular, intercultural. Bridging these gaps is important in
making the language learning experience more effective and relevant. For example,
“B u i l d i n g G l o b a l l y C o m p e t i t i v e P r o f e s s i o n a l s ”
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Republic of the Philippines
E A S T E R N V I S AY A S S T A T E U N I V E R S I T Y
Tacloban City
COLLEGE OF ARTS AND SCIENCES
GRADUATE SCHOOL
learners often feel they are unable to hold a meaningful conversation despite having
a good understanding of grammar. This situation suggests the necessity of a syllabus
that involves a lot of competencies. The article provides a vivid outline of how all such
aspects can be integrated into language education.
The article also presents the other model of communicative competence, that
of Canale and Swain, in which the competencies are divided into four sub-
competences: grammatical, sociolinguistic, discourse, and strategic competences.
The underlying concept in this model is that the knowledge of language is not enough
for effective communication. For instance, turn-taking, politeness strategies and
cohesive devices must be learnt to keep communication flowing naturally and
smoothly. Without authentic materials, a syllabus that is not emphasis on papers—as
it often incautiously does in neglecting to prioritise—can produce learners who are
technically knowledgeable but cannot cope with intricate social situations This
understanding from communicative competence gives way for a better perspective on
language learning and teaching. It will therefore be very useful if discourse analysis
and pragmatics are included in syllabuses. These will equip learners with the capacity
to deal with all kinds of situations that arise during communication in real life. Adding
these aspects in a language teaching syllabus makes it more exhaustive and realistic
in approach.
The paper also deals with the differences between Type A and Type B
syllabuses. Type A syllabuses concentrate on what is to be learned, while type B
syllabuses focus on how learning occurs. It can be rightly posited that the adoption of
both will ensure the development of comprehensive communicative competence since
a balanced approach is important. This integration will help learners in the
development of not only language knowledge but also skills for the deployment of
language in different contexts. A language education that is complete needs to have
a balance between content and process. It will then ensure that the learner is not only
knowledgeable but also in a position to use his or her knowledge in real-life situations.
There is, therefore, felt the need for a more dynamic and interactive learning
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ARCHBISHOP LINO R. GONZAGA AVENUE, TACLOBAN CITY, 6500 PHILIPPINES
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Republic of the Philippines
E A S T E R N V I S AY A S S T A T E U N I V E R S I T Y
Tacloban City
COLLEGE OF ARTS AND SCIENCES
GRADUATE SCHOOL
experience. Only through the integration of both these approaches can one expect
more efficient and inspiring language education.
One of the remarkable statements in the article is the necessity of integrating
analysis of discourse and pragmatics into language syllabuses. This concerns the
manner in which language performs in several contexts and the rules that bind
conversation and interaction. For instance, knowledge about turn-taking, politeness
strategies, and cohesive devices is a precondition for communication to sound normal
and be effective. This also may be what is missing in a conventional syllabus, which
tends to focus too much on the technical aspect of the language, thus turning out
learners who are technically sound but socially inadequate. Getting these elements
right can produce better communicators. It also puts a strong element of actual
application into the use of language skills. Thus, it aids learners to know how to use
language appropriately in certain situations. This integration helps develop a fuller
sense of communicative competence.
The discussion also features how cultural competence works its way into
language learning. Understanding of the cultural norms and values is very important
in providing effective communication as language use is embedded in deep cultural
contexts. According to this article, a language syllabus should include components
that deal with the cultural differences and arm learners with the capability of navigating
such. Such an approach minimizes instances of miscommunication and enhances
intercultural understanding. Inviting cultural competence into language teaching is
where educators are able to prepare learners with challenges of communication in real
life. It makes the irrelevance of learning languages relevant and applicable. As a
culture-based focus, cultural competence amongst learners of any category will be
implemented, showing sensitivity to different cultural contexts and maintaining
respect. In this way, it will bring cultural elements into language education and help
learners to, in a fuller sense, understand the use of languages.
Conclusion
“B u i l d i n g G l o b a l l y C o m p e t i t i v e P r o f e s s i o n a l s ”
ARCHBISHOP LINO R. GONZAGA AVENUE, TACLOBAN CITY, 6500 PHILIPPINES
Email: glenda.tupaz@evsu. edu. ph | website: www.evsu.edu.ph
Republic of the Philippines
E A S T E R N V I S AY A S S T A T E U N I V E R S I T Y
Tacloban City
COLLEGE OF ARTS AND SCIENCES
GRADUATE SCHOOL
This paper highlights an argument about moving beyond the traditional syllabus
design to infusing in it elements of a communicative competence aimed at effective
language learning that would be geared toward using language appropriately in any
social or cultural context. It therefore has important implications for curriculum and
syllabus design, with educators being encouraged to take a holistic approach to
address not only linguistic but also sociolinguistic, discourse, and strategic
competencies in learning. This is, therefore, a holistic approach that enables learners
to develop communicative competence to handle complex interactions. By focusing
on these aspects, language education can become more relevant and practical in a
manner that is very most likely to greatly improve the quality of language learning and
teaching. Eventually, it prepares learners for real-world communication challenges,
fostering more effective and confident communicators. Such an approach accords with
the contemporary educational goals of not only knowledge acquisition but also
practical application of the skills.
From teaching experience at the tertiary level, I have seen how a holistic
approach toward learning a new language really works. By being more focused on
developing the learners' communicative competence, it fosters confident and effective
communicators who can lead them more aptly to different situations of interaction.
Curricular design offers lessons that will further increase the language education
quality accordingly by churning out more proficient and culturally sensitive language
learners. This mode of teaching and learning thus becomes a powerful vehicle to
enhance linguistic proficiency, deepen intercultural understanding and respect, and
prepare students for the reality of living in today's globally connected world. Most of
the time, this is the deliberate approach to communication that is relevant and
proficient across cultures; it is a way to develop all abilities to bring forth good
communicators in a modern, diverse, and connected society.
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