Name : Dian Nasuha

NIM : 140203222

Unit : 7

English Curriculum Development

Types of Syllabus

Syllabus is your guide to the course and what is expected of you in the course. Generally it
will include the course policies, rules and regulations, required texts, and assignment
schedules. A syllabus can tell you almost everything you need to know about how the course
will run and what is expected of you.

The following sections will discuss the type of language syllabus.

1. A structural (or formal) syllabus is one in which the content of language teaching is a
collection of forms and structures, - usually grammatical, of the language taught.
Examples of structures include: nouns, verbs, adjectives, statements, questions,
complex sentences, subordinate clauses, past tense, and immediately, although the
formal syllabus includes other language aspects such as pronunciation or morphology.
We decide the set of forms and structures that students must learn and organize in
increasing complexity, which means from simple and complex forms and discourses.
The benefit of grammatical syllabi is that students move from simpler structures to
more complex structures and they can learn the structure more easily. This syllabus
may be more useful in contexts where students do not have immediate communication
needs.

2. A notional / functional syllabus is one in which the content of language teaching is a

collection of functions performed when the language is used in the sense that the
language is used to express. Examples of functions include: informing, approving,
apologizing, requesting, promise, and so on. Examples of the amount of money
include size, age, colour, comparison, time, and so on.
 The benefit of the notional / functional syllabus is that students learn how to use the
targets language to express their own ideas, ideas and goals. The disadvantage of this
syllabus is that different types of structures are often used to express the same
function making it difficult to set the target language structure from a simpler form to
a more complex form.

3. A situational syllabus is one in which the content of language teaching is a collection

of real or imaginary lessons whose language is used or used. A citation usually
involves some participants who are involved in some activity in a particular setting.
Language occurring in this situation involves a number of circumstances, combined
into a reasonable course segment. The main purpose of situational language teaching
syllabus is to teach the language that occurs in situations. Sometimes the situation is
deliberately relevant to the present needs of prospective learners, preparing them to
use new languages in the type of situations that make up the syllabus. Examples of
situations include: buying books at a bookstore, meeting new students, asking
directions in a new city, and so on.
The benefit of a situational syllabus is that students learn how to use target languages
in authentic communication. The advantage of this syllabus is that when unexpressed
situations occur in the language of communication, learners are not accustomed to
communicating in the language directly

4. Skill-based syllabus is one in which the content of language teaching is a collection of

special ties that may play a role in the use of language. The skills that people have to
do must be competent in the language, relatively independent of the situation or the
use of language that can happen.
The benefit of a skill-based syllabus is that students can determine their learning to
achieve their communicative competence. Such as using a phone, hotel reservations,
and others. The downside of this syllabus is that it is difficult to sequence learning
materials. Suitable for students who like writing.

5. Task-based syllabus and similar content-based syllabus in terms of teaching both are
not governed by language features learned but in accordance with some other
organized principles. In task-based instruction, teaching content is a complex and
 purposeful set of tasks students want to do with the language they are learning. Tasks
are defined as activities for purposes other than language learning, however, such as
content-based syllabi, task performance is approached in a way that is intended to
develop a second language proficiency. The benefit of a task-based syllabus is that
students learn to do activities using the target language

6. A content-based syllabus is not a real language teaching syllabus at all. In the

teaching of content-based languages, the main purpose of this teaching is to teach
some content or information using the language that students also learn. Students are
simultaneously language students and students of whatever content is taught. The
subject matter is the main one, and language learning happens by chance on content
learning. Content teaching is not set around 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.
Examples of content-based language teaching are classes of knowledge taught in the
language needed or want to be learned by students, perhaps with language
adjustments to make science better understood. The benefit of content-based syllabus
is that students feel satisfied with the purpose of learning the target language, which is
to obtain information.
References
Richards, J. (2001) Curriculum Development in Language Teaching. Cambridge:
Cambridge University Press.

Richards, J. and Rodgers, T. (2001) Approaches and Methods In Language Teaching.

Cambridge: Cambridge University Press.

Undergrad.stanford.edu. (2017). What is a Syllabus? | Stanford Undergrad. [Online]