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2.4.2 Types of syllabuses

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by

Laura Barón

on 31 October 2012

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Transcript of 2.4.2 Types of syllabuses

2.4.2 Types of syllabuses The structural grammatical syllabus The semantico-notional syllabus The functional syllabus Course designers It is centered around items such as tenses, articles, singular/plural, complementation adverbial forms, etc. It placed the semantic unit in the center of syllabus.
This syllabus is organized around themes relating to broad areas of meaning such as space, time, obligation, etc. (Wilkins 1976). It focuses on the social functions of language as the central unit of organization.
It is concerned with elements such as invitations, suggestions, apologies, refusals, etc. (Wilkins 1976; Mckay 1980) It may be necessary to use a structural/situational syllabus for the first years of the course of study, moving to a functional plan of organization, followed by a notional/skill combination, leading finally to a fully communicative design for the final phases of the course. All the examples illustrate different realizations of an organizational approach based on discrete units. Communicative approach Curriculum Syllabus design It isn't based on separate units but rather on a continuous process of communication and negotiation in the target language. In this approach, the communicative needs of the learners are the basis on which various linguistic, thematic or functional elements are selected. Role of the teacher To facilitate the learners' participation in these communicative exchanges. learners take responsibility to analyze their own needs.
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