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Transcript of SKILL-BASED SYLLABUS
The content of the language teaching is a collection of specific skills in using the target language.
The ability to use the language in specific ways is partially dependent on general language ability , but partly based on experience and the need to specific skills. Efficiency and relevancy of instruction are major strengths of skill-based syllabus.
It is useful when learners need to master specific types of language, either exclusively or as a part of a broader competency.
It is easy to predict the skills someone will need to deal with in a given context ( at a college: good writing and reading skills).
Relevance to student-felt needs or wants is an advantage.
Potential drawbacks - The degree to which ability to perform specific tasks in a language is dependent on or independent of overall language proficiency.
The skills or competencies can be too limited ( for phone operators and not general education: thinking skills. That is to say it can be too technical).
WHAT SKILLS ARE?
Ability to do an activity or job well, especially because you have practiced it.
Skill acquisition focus
Asking for emergency help over the telephone.
Getting specific information.
Listening to foreign radio news.
Taking orders in a restaurant..
Skimming to Obtain gist
Relations within the sentence
of a language
using especially, elements of sentence structure
How to initiate the discourse
Understanding explicity stated information.
Manipulating the script of language.
It is one in which the content of the language teaching is a collection of specific abilities that may play a part in using language.
Learned ability to carry out a task.
Planning and Organizing information in expository language.
Using rhetorical functions.
Are channels or modes for using and understanding the language.
*Competence based syllabus is similar to skill based syllabus (in language teaching) which defines what a learner is able to do (in terms of specific skills) as result of instruction.
*Competencies (or skills) here refers to observable behaviors that are necessary for the successful completion of real-world activities. (Richards, 2001)
To teach/learn the specific language skill.
To develop more general competence in the language.
learning only incidentally any information that may be available while applying the language skills.
*When one or more of the four skills is the organizing principle for a syllabus it means that the emphasis is on learning the skill itself, as distinct from using the skill for another purpose.
SKILL-BASED SYLLABUS EXAMPLE
Freedman, Pringle and Yalden, 1983.
Pellegrini and Yawke, 1984.
Hughey. Wormuth, Harfiel and Jacobs, 1983.
Is a sphere of teaching English language including Business English, Technical English, Scientific English, English for medical professionals, English for waiters, English for tourism, English for Art Purposes, etc.
Entails training students, usually in a higher education setting, to use language appropriately for study. It is a challenging and multi-faceted area within the wider field of English language learning and teaching (ELT), and is one of the most common forms of English for specific purposes
THANKS FOR YOUR ATTENTION
Sheerin, S. (1991). Self- Access. Oxford: Oxford University Press.
White, R., Johnson, K. & Crystal, D. (1988). The ELT curriculum. United Kingdom: Basil Blackwell.
Reilly, Tarey. (1988). Approaches to Language Syllabus and Design. ERIC Document Reproduction Service No. ED295460.
Inside this link you can find an example of skill based syllabus
Inside this link you can find a role play to practice the speaking skill.
* Writing *Speaking
A specific way of using language that combines structural and functional ability but exist independently of specific setting or situations.