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Types of Syllabus

The document discusses different types of language teaching syllabi according to Reilley: structural, functional, situational, skill-based, task-based, and content-based. A structural syllabus focuses on language forms and structures. A functional syllabus focuses on the functions and notions expressed by language. A situational syllabus focuses on real or imaginary situations where language occurs. A skill-based syllabus focuses on specific language abilities or skills. A task-based syllabus uses complex tasks for students to learn language. A content-based syllabus teaches content through the target language.

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647 views

Types of Syllabus

The document discusses different types of language teaching syllabi according to Reilley: structural, functional, situational, skill-based, task-based, and content-based. A structural syllabus focuses on language forms and structures. A functional syllabus focuses on the functions and notions expressed by language. A situational syllabus focuses on real or imaginary situations where language occurs. A skill-based syllabus focuses on specific language abilities or skills. A task-based syllabus uses complex tasks for students to learn language. A content-based syllabus teaches content through the target language.

Uploaded by

Mc Monrey Bayot
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Syllabus design

Defining syllabus

 Syllabus is a list of main topics of a course of


study, text or lecture.
Types of language teaching syllabus
according to Reilley
1. Structural
2. Functional
3. Situational
4. Skill-based
5. Task-based
6. Content-based
Structural syllabus

 The content of language teaching is a collection of


the forms and structures of the language being
taught.
 Examples are nouns, verbs, adjectives, etc.
Functional syllabus

 The content of language teaching is a collection of


the functions that are performed when language is
used, or of the notions that a language is used to
express.
 Examples are informing and requesting, or age and
size.
Situational syllabus

 The content of language teaching is a collection of


real or imaginary situations in which language
occurs or is used.
 Examples are meeting a new student and asking an
interviewee.
Situational syllabus

 Theprimary purpose of a situational language-


teaching syllabus is to teach the language that
occurs in the situations.
Skill-based syllabus

 Thecontent of language teaching is a collection of


specific abilities that may play a part using
language.
Skill-based syllabus

 While the situational syllabus groups functions


together into specific settings where language is
used, skill-based syllabus groups linguistic
competencies into types of behaviors.
 Examples are writing well-formed paragraphs and
giving effective oral presentations.
Skill-based syllabus

 The main purpose of a skill-based language-


teaching syllabus is to acquire specific language
skill.
Task-based syllabus

 Thecontent of the language teaching is a series of


complex and purposeful tasks that students need to
perform to learn the language.
 Tasks
are activities held for language learning, and
beyond.
Task-based syllabus

 Task-based language teaching differs from


situational language teaching because the latter
teaches specific language content (product) that
occurs in a situation while the former teaches
students to use resources to complete a task
(process).
Task-based syllabus

 Examples are applying for a job, getting


information over a telephone and talking with a
social worker.
Content-based syllabus

 The primary purpose of language teaching is to


teach content using the language the students are
also learning.
 Thestudents are simultaneously language learners
and learners of whatever content is being taught.
Task-based syllabus

 Thecontent teaching is not organized around the


language teaching, but vice versa.
 Content-basedlanguage teaching is concerned with
information, while task-based language teaching is
concerned with communicative and cognitive
processes.

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