Subtitle

Positive Characteristics of Situational

Syllabi

▪ Lead more directly than others to learners’ ability to communicaate

in specific settings.
▪ Provide contexts of discourse in which form and meaning coincide,
and the form-meaning relationship can be reinforced.
▪ Help to provide some social and cultural information about the
language and its users in a nondidactic way; well-prepared situations
caan show how ntive speakers act and what they talk about and are
concerned about.
Negative Characteristics of Situational
Syllabi

▪ Too great a use of predetermined and artificial situations can lead to lack
of transfer, as students are led to rely on prelerarned routines and
patterns of language use rather than creative and negotiated uses of
language.
▪ It presents sequencing problems. Few criteria are available for
determining the difficulty of situations and sequencing them in
instructional syllabi. Sequencing cn reflect some natural chain of events
but it is difficult to control language that might occur in such sequences
without restoring to artificiality.
▪ The reliance on situational content can cause problems where the
learners or the instructional setting do not want culturaal values to
accompany the language.
Negative Characteristics of Situational
Syllabi (cont)

▪ It is extremely difficult to creaate authentic language for instructional

purpose.
 The actual patterns of use of native speakers in many situations
are still unknown, an intuition is not a reliable guide.
 A special type of talent is required to write focused-and natural
dialogue, rarely found in published texts.
 The tendency of authenticity in situational content become
outdate & more specific and accurate the language associated
with a situation, the more likelu it will become inappropriate
quickly.
Application

▪ Situational syllabi rarely carry the etire content weight of an instructional

program. Many methods” from grammar-translation to Berlitz to modern
integrated textbooks, have used examples of the language being learned in
situations and settings. Many collections of conversation or communication
activities are organized in terms of situation.
▪ Another case is the conversational course whose objective is limited
conversational ability with specific topics.
▪ Another one is the instruction intended for learners with specific situations,
where the language that will occur is highly predictble (e.g., with waiters in
restaurants).
▪ Another case is as a corrective tool for learners who have weak functional
bility in the language.
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