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Process-oriented Syllabuses

I)Procedural II)Task-based Syllabuses III)Content

Conclusion

Product-oriented syllabus V.S Process-oriented syllabus

Product

Process

The focus is on the

end products/results

of the teaching and

learning process.

The focus is on the

processes through

which skills and

knowledge are

gained.

The grading of syllabus The grading of

input is carried out syllabus input is

according to grammatical carried out according

principles. to psycholinguistic

principles.

It tends to be teacher-

centered.

It tends to be learner-centered.

II) Task-based Syllabuses

A) Principles

Widowson's view

Pedagogic tasks are investments to be drawn to meet unpredictable communicative needs.

The selection of tasks is a basic building block.

I) Procedural Syllabuses

Tasks are selected for pedagogic and psycholinguistic reasons.

Definition

(1987,68): " structural syllabuses are designed on the assumption that it is the internalisation of grammar ....... which affords the most effective preparation for the reality of communicative encounters."

Tasks are more salient unit of planning for teachers than objectives. ( Long and Crookes)

B) Definition of Tasks

Richards, Platt, and Weber (1985)

(Long 1985): ".... a piece of work undertaken for oneself or for others, freely or for some reward... .In other words, by "task" is meant the hundred and one things people do in everyday life."

" a syllabus which is organised around tasks, rather than in terms of grammar and vocabulary. For example the syllabus may suggest a variety of different kinds of tasks ..... such as using the telephone to obtain information; drawing maps based on oral instructions..... "

(Richards, Platt,and Weber 1985): "... an activity or action which is carried out as the result of processing or understanding language.(i.e. as a response). For example, drawing a map while listening to an instruction and performing a command."

usage V.S use of language.

III) Content Syllabuses

A) What is the difference between task-based / content syllabuses?

C) Different Approaches to the selection of tasks

experiental content provides the point of departure for the syllabus.

Long(1985)

1st View:

Candlin(1987)

-advocates a form of needs analysis as the starting point for task selection

-articulates pedagogic

criteria for task selection

it is derived from well-defined subject area. (other subjects in a school curriculum such as science, social studies /technical field such as engineering, medicine.)

Principles

Good tasks should:

Needs Analysis

B) What are the advantages of adopting another subject?

  • Teaching in adult ESL classes is content oriented

Target tasks into task types

Derive pedagogical tasks

_promote attention to

meaning, purpose, negotiation.

_be challenging to promote risk-taking

_define a problem to be worked through by learners.

_provide opportunities for metacommunication and metacognition.

_provide monitoring and feedback, of the learner/ task.

Example: Australia

  • The syllabus is concerned with the classroom processes which stimulate learning
  • The syllabus does not focus on the outcomes of instruction. ( learning linguistic items + communicative skills)
  • The syllabus consists of specification of tasks and activities that learners will engage in class.
  • Learning is conscious but also subconscious: the mind abstracts linguistic structures as a step in the development of an internal system of rules.

Select and sequence pedagogical tasks

  • Units of work appear with labels such as 'health' 'education', 'social services'.

The syllabus is given a logic and coherence.

Mohan (1986): The syllabus facilitates learning not merely through language but with language.

Knowledge Framework

.

2nd View

Specific side ( Practical)

Activities are "combinations of action and

theoretical understanding"

Theoretical Side

( General)

Description

Sequence

Choice

(Who, what, where)

Classification

Principles

Evaluation

(What happens? /

What happens next?)

(What are the choices,conflicts, decisions?)

(What concepts

apply?)

(What values are appropriate?)

(Cause-effect/

means-end/

rules, strategies)

The Bangalore Project

Doyle (1979,1983)

tasks will need to specify

1)the products 2)the operations 3)the resources

3rd View

Activities

Shavelson and Stern (1981)

(Prabhu 1987:1_2) "...... teaching should consequently be concerned with creating conditions for coping with meaning in the classroom."

A more comprehensive view

A's Information

Person's Name From Occupation Movies

1. Jill (female) .............. doctor ...........

2. professor .............. ............. ............

3. Jared (male) Cincinnati ............. action

4. ............. Cleveland banker ..............

5. Janet (female) Dayton ............ ..............

B's Information:

Person's Name From Occupation Movies

1. ................... Toledo. ......... .........

2. Jason (male) Columbus ............ horror

3. ............ mechanic

4. Jenny (female) drama

5. lawyer comedy

Examples of task 'types' used in the project

In planning, teachers consider:

1) subject matter 2) materials 3) activities 4) goals for tasks 5) abilities, needs and interests of students

6) social / cultural context of instruction

1) information-gap activity

2) reasoning-gap activity

3) opinion-gap activity

  • Criticism of the Project

D) Problem for the task-based syllabus designer

A variety of factors will interact to determine task difficulty.

What is difficult for learner A may not necessarily be difficult for learner B

F) Criticism

change of focus, not a revolution.

still need to specify the principles for selecting activities.

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