ERIC Identifier: ED295460
Publication Date: 1988-05-00
Author: Reilly, Tarey
Source: ERIC Clearinghouse on
Languages and Linguistics Washington DC.
Approaches to Foreign Language Syllabus Design.
This "Digest" is based on the ERIC/CLL "Language in Education" series
monograph entitled "Approaches to Syllabus Design for Foreign Language Teaching"
by Karl Krahnke, available from Prentice-Hall/Regents for $11.33. To order,
write to: Book Distribution Center, Route 59 at Brook Hill Dr., West Nyack, NY
10994 or call: 1-800-223-1360.
THE PLACE OF THE SYLLABUS
A language teaching syllabus
involves the integration of subject matter (what to talk about) and linguistic
matter (how to talk about it); that is, the actual matter that makes up
teaching. Choices of syllabi can range from the more or less purely linguistic,
where the content of instruction is the grammatical and lexical forms of the
language, to the purely semantic or informational, where the content of
instruction is some skill or information and only incidentally the form of the
language. To design a syllabus is to decide what gets taught and in what order.
For this reason, the theory of language explicitly or implicitly underlying the
language teaching method will play a major role in determining what syllabus is
adopted. Theory of learning also plays an important part in determining the kind
of syllabus used. For example, a syllabus based on the theory of learning
espoused by cognitive code teaching would emphasize language forms and whatever
explicit descriptive knowledge about those forms was presently available. A
syllabus based on an acquisition theory of learning, however, would emphasize
unanalyzed, though possibly carefully selected experiences of the new language
in an appropriate variety of discourse types.
The choice of a syllabus is a major decision in language teaching, and it
should be made as consciously and with as much information as possible.There has
been much confusion over the years as to what different types of content are
possible in language teaching syllabi and as to whether the differences are in
syllabus or method. Several distinct types of language teaching syllabi exist,
and these different types may be implemented in various teaching situations.
SIX TYPES OF SYLLABI
Although six different types of
language teaching syllabi are treated here as though each occurred "purely," in
practice, these types rarely occur independently of each other. Almost all
actual language teaching syllabi are combinations of two or more of the types
defined here. For a given course, one type of syllabus usually dominates, while
other types of content may be combined with it. Furthermore, the six types of
syllabi are not entirely distinct from each other. For example, the distinction
between skill-based and task-based syllabi may be minimal. In such cases, the
distinguishing factor is often the way in which the instructional content is
used in the actual teaching procedure. The characteristics, differences,
strengths, and weaknesses of individual syllabi are defined as follows:
1. "A structural (formal) syllabus." The content of language teaching is a
collection of the forms and structures, usually grammatical, of the language
being taught. Examples include nouns, verbs, adjectives, statements, questions,
subordinate clauses, and so on.
2. "A notional/functional syllabus." The content of the language teaching is
a collection of the functions that are performed when language is used, or of
the notions that language is used to express. Examples of functions include:
informing, agreeing, apologizing, requesting; examples of notions include size,
age, color, comparison, time, and so on.
3. "A situational syllabus." The content of language teaching is a collection
of real or imaginary situations in which language occurs or is used. A situation
usually involves several participants who are engaged in some activity in a
specific setting. The language occurring in the situation involves a number of
functions, combined into a plausible segment of discourse. The primary purpose
of a situational language teaching syllabus is to teach the language that occurs
in the situations. Examples of situations include: seeing the dentist,
complaining to the landlord, buying a book at the book store, meeting a new
student, and so on.
4. "A skill-based syllabus." The content of the language teaching is a
collection of specific abilities that may play a part in using language. Skills
are things that people must be able to do to be competent in a language,
relatively independently of the situation or setting in which the language use
can occur. While situational syllabi group functions together into specific
settings of language use, skill-based syllabi group linguistic competencies
(pronunciation, vocabulary, grammar, and discourse) together into generalized
types of behavior, such as listening to spoken language for the main idea,
writing well-formed paragraphs, giving effective oral presentations, and so on.
The primary purpose of skill-based instruction is to learn the specific language
skill. A possible secondary purpose is to develop more general competence in the
language, learning only incidentally any information that may be available while
applying the language skills.
5. "A task-based syllabus." The content of the teaching is a series of
complex and purposeful tasks that the students want or need to perform with the
language they are learning. The tasks are defined as activities with a purpose
other than language learning, but, as in a content-based syllabus, the
performance of the tasks is approached in a way that is intended to develop
second language ability. Language learning is subordinate to task performance,
and language teaching occurs only as the need arises during the performance of a
given task. Tasks integrate language (and other) skills in specific settings of
language use. Task-based teaching differs from situation-based teaching in that
while situational teaching has the goal of teaching the specific language
content that occurs in the situation (a predefined product), task-based teaching
has the goal of teaching students to draw on resources to complete some piece of
work (a process). The students draw on a variety of language forms, functions,
and skills, often in an individual and unpredictable way, in completing the
tasks. Tasks that can be used for language learning are, generally, tasks that
the learners actually have to perform in any case. Examples include: applying
for a job, talking with a social worker, getting housing information over the
telephone, and so on.
6. "A content-based-syllabus." The primary purpose of instruction is to teach
some content or information using the language that the students are also
learning. The students are simultaneously language students and students of
whatever content is being taught. The subject matter is primary, and language
learning occurs incidentally to the content learning. The content teaching is
not organized around the language teaching, but vice-versa. Content-based
language teaching is concerned with information, while task-based language
teaching is concerned with communicative and cognitive processes. An example of
content-based language teaching is a science class taught in the language the
students need or want to learn, possibly with linguistic adjustment to make the
science more comprehensible.
In general, the six types of syllabi or instructional content are presented
beginning with the one based most on structure, and ending with the one based
most on language use. Language is a relationship between form and meaning, and
most instruction emphasizes one or the other side of this relationship.
CHOOSING AND INTEGRATING SYLLABI
Although the six types of
syllabus content are defined here in isolated contexts, it is rare for one type
of syllabus or content to be used exclusively in actual teaching settings.
Syllabi or content types are usually combined in more or less integrated ways,
with one type as the organizing basis around which the others are arranged and
related. In discussing syllabus choice and design, it should be kept in mind
that the issue is not which type to choose but which types, and how to relate
them to each other.
PRACTICAL GUIDELINES TO SYLLABUS CHOICE AND DESIGN
clear that no single type of content is appropriate for all teaching settings,
and the needs and conditions of each setting are so idiosyncratic that specific
recommendations for combination are not possible. In addition, the process of
designing and implementing an actual syllabus warrants a separate volume.
Several books are available that address the process of syllabus design and
implementation both practically and theoretically (see For Further Reading
section; the full-length monograph includes a 13-item annotated bibliography of
basic works on syllabus design and a 67-item reference list). These books can
help language course designers make decisions for their own programs. However, a
set of guidelines for the process is provided below.
Ten steps in preparing a practical language teaching syllabus:
1. Determine, to the extent possible, what outcomes are desired for the
students in the instructional program. That is, as exactly and realistically as
possible, define what the students should be able to do as a result of the
2. Rank the syllabus types presented here as to their likelihood of leading
to the outcomes desired. Several rankings may be necessary if outcomes are
3. Evaluate available resources in expertise (for teaching, needs analysis,
materials choice and production, etc.), in materials, and in training for
4. Rank the syllabi relative to available resources. That is, determine what
syllabus types would be the easiest to implement given available resources.
5. Compare the lists made under Nos. 2 and 4. Making as few adjustments to
the earlier list as possible, produce a new ranking based on the resources'
6. Repeat the process, taking into account the constraints contributed by
teacher and student factors described earlier.
7. Determine a final ranking, taking into account all the information
produced by the earlier steps.
8. Designate one or two syllabus types as dominant and one or two as
9. Review the question of combination or integration of syllabus types and
determine how combinations will be achieved and in what proportion.
10. Translate decisions into actual teaching units.
In making practical decisions about syllabus design, one must take into
consideration all the possible factors that might affect the teachability of a
particular syllabus. By starting with an examination of each syllabus type,
tailoring the choice and integration of the different types according to local
needs, one may find a principled and practical solution to the problem of
appropriateness and effectiveness in syllabus design.
FOR FURTHER READING
Alexander, L.G. (1976). Where do we go
from here: A reconsideration of some basic assumptions affecting course design. "English Language Teaching," 30(2), 89-103.
Dubin, F., & Olshtain, E. (1986). "Course design: Developing programs and materials for language learning." Cambridge: Cambridge University Press.
Gattegno, C. (1972). "Teaching foreign languages in schools: The silent way (2nd ed.)." New York: Educational Solutions. (ERIC Document Reproduction Service No. ED 157 403)
Krahnke, K.J. (1981). "Incorporating communicative instruction into academic preparation ESL curricula." (ERIC Document Reproduction Service No. ED 210 915)
Mohan, B. (1979). Relating language teaching and content teaching. "TESOL Quarterly," 13(2), 171-82.
Steiner, F. (1975). "Performing with objectives." Rowley, MA: Newbury House.
ABOUT THE MONOGRAPH
"Approaches to Syllabus Design for Foreign Language Teaching," by Karl
Krahnke, includes chapters on the place of the syllabus in language teaching,
six types of language teaching syllabi, and choosing and integrating syllabi, as
well as individual chapters devoted to each of the six types of syllabi defined