Académique Documents
Professionnel Documents
Culture Documents
Summary
following research by behaviourist psychologists, who saw language as a system of building blocks, and
language acquisition as a process of habit formation, through imitation and repetition. Such an approach tends
to ignore thematic content, and grammar and vocabulary are presented in isolated sentences without any
thematic thread.
Advantages
Traditional syllabuses are suited to some types of learner. Breaking the language down into bits and pieces can
help to focus students on a particular aspect of the language and avoid the focus being blurred by other
problems of a lexical or phonological nature.
Arguments for a more holistic syllabus
Those who criticise the traditional syllabus argue that it isn't logical to break language into bits and pieces when
it is always experienced comprehensively, as a whole. Language consists of more than a stock of objective facts.
This means that a holistic approach uses texts, i.e., whole pieces of language, rather than individual sentences,
to prepare the learners for the language they will encounter outside the classroom. Widdowson claims that we
must progress form learning about the language (language usage), to considering how language works in a
communicative sense, (language use), which, 'requires us to go beyond the sentence and look at longer stretches
of language.'
This holistic view has gained prominence in recent years. A holistic syllabus will front texts, topics and tasks,
placing great emphasis on meaningful communication from the learner's point of view. Texts should be
authentic, tasks should be communicative, and learners will be encouraged to respond to the topics and texts,
rather than to isolated phonemes and morphemes.
How this works
Whereas traditional syllabuses select language items solely on the basis of linguistic criteria, a holistic syllabus
will select the items the learner needs to know in order to get things done, i.e., to complete the task.
Language errors are repaired by the teacher or the class while the students are on the task. Thus grammar is
taught reactively, rather than pre-emptively. Such approaches of course throw up their own problems, such as of
how to order the tasks and of how to choose the task which learners need. However, adherents of this approach
would argue that a focus on function, fluency and use is still more like how learners experience the language
outside the classroom, than a focus on form, accuracy and analysis.
A comparison of traditional and holistic approaches
Traditional
Holistic
Focus is on communication.
Selects on the basis of what language items the learner needs to know
Tends to be teacher-centred.
Tends to be student-centred.