Six types of language syllabus (Reily 1988) | | - A structural syllabus. The content of the language teaching is a collection of the forms and structures of the language being taught. Examples include nouns, verbs, adjectives, statements, questions, subordinate clauses, and so on.
| | | - A notional/functional syllabus. The content of the language teaching is a collection of the functions or the notions that are performed when the language is used. A notional syllabus may cover functions of the language such as greeting, apologizing, requesting and informing, and it may include the notions of language such as age, color, comparison and time.
| | | - A situational syllabus. The content of the language teaching is a collection of imaginary situations where the language is used. A situational syllabus may include at a restaurant , at school, meeting a new neighbor and seeding a doctor.
| | | - A skill-based syllabus. The content of the language teaching is a collection of specific skills in using the target language. Examples of skills in using the target language may include reading for the main idea, writing good paragraphs, and listening for main idea.
| | | - A task-based syllabus. The content of the language teaching includes a series of purposeful tasks that language learners need to perform; tasks are defined as activities that are needed when using the target language. Examples of a task-based syllabus may include applying for a job, ordering food via the telephone and getting housing information over the telephone.
| | | - A content-based syllabus. A content-based syllabus in language teaching is actually not a language syllabus. The primary purpose of instruction is to teach some subjects or information using the target language. The subject is primary and language learning occurs automatically while language learners are studying the subject. An example of a content-based syllabus is a science class that is taught in the target language.
| - The Definition of Methodology
- The Longman Dictionary of Applied Linguistics defines methodology as
- ... the study of the practices and procedures used in teaching, and the principles and beliefs that underlie them.
- Methodology includes
- study of the nature of language skills (e.g. reading, writing, speaking, listening, and procedures for teaching them)
- study of the preparation of lesson plans, materials, and textbooks for teaching language skills.
- the evaluation and comparison of language teaching methods (e.g., the audiolingual method)
- Such practices, procedures, principles, and beliefs themselves.
- (Richards, et al. 1985,p177)
- A set of definitions that as closely as possible on current usage
- Methodology: Pedagogical practices in general (including theoretical underpinnings and related research). Whatever considerations are involved in “how to teach” are methodological.
- Approach: Theoretically well-informed positions and beliefs about the nature of language, the nature of language learning, and the applicability of both to pedagogical settings.
- A set of definitions that as closely as possible on current usage
- Method: A generalized set of classroom specifications for accomplishing linguistic objectives. Methods tend to be concerned primarily with teacher and student roles and behaviors and secondarily with such features as linguistic and subject-matter objectives, sequencing, and materials. They are sometimes – but not always – thought of as being broadly applicable to a variety of audiences in a variety of contexts.
- A set of definitions that as closely as possible on current usage
- Curriculum/syllabus: Specifications – or in Richards and Rodgers’s terminology, “designs” – for carrying out a particular language program. Features include a primary concern with the specification of linguistics and subject-matter objectives, sequencing, and materials to meet the needs of a designated group of learners in a defined context.
- (The term “syllabus” is used more customarily in the United Kingdom to refer to what is commonly called a “curriculum” in the United States.)
- A set of definitions that as closely as possible on current usage
- technique (also commonly referred to by other terms” ): Any of a wide variety of exercise, activities, or tasks used in the language classroom for realizing lesson objectives.
- ( Harmer:2001; Kumaravadivelu,2006; Richards & Renandya, 2002)
- 2. Background to language teaching Methodology
- For many years , the goal of language pedagogy was to “find the right method: - a methodological magic formula that would work for all learners at all times (Brown, 2002)
- The dominant method for much of the last century (in the nineteenth century) was the grammar translation method. This was challenged in the 1950s and 1960s by audiolingualism, a method that is still very popular today, and whose influence can be seen in a variety of drill-based techniques and exercises.
- Audiolinguism was the first method to be based on a theory of learning- behaviourism, which viewed all learning as a process of forming habits, and on theory of language – structural linguistics.
- Behaviorism and structural linguistics provided the following key characteristics of audiolingulism:
- Priority is given to spoken rather than written language.
- Language learning is basically a matter of developing a set of habits through drilling.
- Teach the language, not about the language. (Avoid teaching grammar rules. Get learners to develop their skills through drill and practice – teach through “analogy” not “analysis” (Moulton,1963)
- The major characteristics of Grammar Translation
- Classes are taught in the mother tongue, with little active use of the target language.
- Much vocabulary is taught in the form of lists of isolated words.
- Long, elaborate explanations of the intricacies of grammar are given.
- Grammar provides the rules for putting words together, and instruction often focuses on the form and inflection of words.
- Reading of difficult classical texts is begun early.
- Little attention is paid to the content of texts, which are treated as exercises in grammatical analysis.
- Often the only drills are exercises in translating disconnected sentences from the target language into the mother tongue.
- Little or no attention is given to pronunciation.
- Prator and Celce-Murcia (1979,p3)
- GTM does virtually nothing to enhance a student’s communicative ability in the language.
- GTM is a method for which there is no theory.
- On the other hand, one can understand why GTM remains so popular.
- It requires few specialized skills on the part of teachers.
- Test of grammar rules and of translations are easy to construct and can be objectively scored.
- The major characteristics of Audio Lingual Method
- New material is presented in dialogue form.
- There is dependence on mimicry, memorization of set phrases, and overlearning.
- Structures are sequenced by means of constractive analysis and taught one at a time.
- Structural patterns are taught using repetitive drills.
- There is little or no grammar explanation. Grammar is taught by inductive analogy rather than by deductive explanation.
- Vocabulary is strictly limited and learned in context.
- There is much use of tapes, language labs, and visual aids.
- Great importance is attached to pronunciation.
- Very little use of the mother tongue by teachers is permitted.
- Successful responses are immediately reinforced.
- There is a great effort to get students to produce error-free utterances.
- There is a tendency to manipulate language and disregard content.
- Adapted from Prator and Celce-Murcia (1979,p3)
- In the 1960s, behaviorism and structural linguistics were severely criticized as being inadequate representations of both learning process and the nature of language.
- Psychologists proposed cognitive psychology while the linguist Chomsky developed a new theory called transformational-generative grammar.
- Both approaches emphasized thinking, comprehension, memory, and the uniqueness of language learning to the human species. (cognitive code learning)
- This approach promoted language learning as an active mental process rather than a process of habit formation.
- Grammar was back in fashion, and classroom activities were designed that encouraged learners to work out grammar rules for themselves through inductive reasoning.
- These method emphasized the important of emotional factors in learning, and proponents of these methods believed that linguistic models and psychological theories were less important to successful language acquisition than emotional or affective factors.
- They believed that successful learning would take place if learners could be encouraged to adopt the right attitudes and interests in relation to the target language and target culture. The best known of these methods were the silent way, suggestopedia and community language learning and
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