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Process Orientedsyllabuses
Process Orientedsyllabuses
School of Languages
English Department
PROCESS-ORIENTED SYLLABUSES
LEARNING EXPERIENCE
Tasks can be graded in terms of the logic of the subject that is being studied.
For ESL classrooms, the syllabus is planned according to the skills and
knowledge which are considered central for immigrants.
Mohan designed a knowledge framework for organizing pedagogic tasks and knowledge
(actions and theoretical understanding). It provides a solid basis for organizing content.
Description Classification
Who what where What concepts apply?
What persons, materials, equipment, items, settings How are they related to each other?
Sequence Principles
what happens? what happens next? what is the plot? cause-effect means-end methods and techniques
what are the processes, procedures or routines? Rules Norms Strategies
Choice Evaluation
What are the choices, conflicts, alternatives What values and standards that are appropriate?
Dilemmas, decisions? What counts as good or bad?
(Adapted from Mohan, 1986; as cited in Nunan, 1988)
A critical Review of Mohan’s Model
Perry (1987)
Are the knowledge structures included in the framework the relevant structures?
Is practical knowledge restricted to only three aspects?
It is assumed that the integration of language and content takes an inductive direction.
Could this be generalized to all types of learners? Does other parameters interfere?
Level of maturity
Individual learning strategies
Previous learning experiences
(as cited in Nunan 1988 p.51)
The Natural Approach
'' It is based on an empirically ground theory of second language acquisition, which has
been supported a large number of scientific studies in a wide variety of language
acquisition and learning contexts''
Production emerges
Subconscious acquisition
These categories are in turn subdivided into oral and written modes.
Major Weaknesses in the Natural Approach
Some learning goals may not fit this typology.
It may be well suited for developing the personal communicative skills and not
the academic learning skills.
The natural approach denies the interplay between language and social
aspects.
Breen (1985, p. 149) ” … what is significant to the learners in a
classroom is not only their individual thinking and behavior, nor, for
instance, their long-term mastery of a syllabus, but the day-to-day
interpersonal rationalization of what to be done, why, and how.”
The broad view denies any distinction between syllabus design and teaching
methodology.
Process syllabuses combine both the ‘what’ and the ‘how’
The narrow view advocates a clear distinction between syllabus design and
teaching methodology, syllabus design focuses on the selection and grading of
content while teaching methodology focuses on the selection of learning tasks and
activities.
(Nunan, 1988, p. 5).
Syllabus Design and Methodology
a Debate
As teaching methodologies develop so does syllabus design.
Previously, designers restricted the planning, selection and grading of
syllabuses to a specific language teaching theory.
Widdowson (1987) argues that syllabus design is separate from the
concept of teaching methodology.
Drawbacks: learners may not be able to carry out what they rehearsed in
actual communication outside the classroom.
Solutions to The Rehearsal Restrictions
Breen (1984, p. 52) claims that process consideration belong to the realm
of syllabus design:
“the designer would give priority to the changing process of learning and
the potential of the classroom – to the psychological and social resources
… the syllabus could become a plan for the gradual creation of the real
syllabus of the classroom”.
For example, receptive skills are assumed to be less demanding than the
productive skills.
Typology of Activities
According to Nunan (1988) activities are classified according to learner
responses.
no response non-verbal
processing physical
response verbal
non-physical
Material repetition drill
Source productive response meaningful practice
rehearsal
interactive stimulated role play
discussion
real problem solving (Nunan, 1988)
Typology of Activities
Basic level activities: an aural activity, for instance, in which learners should
make a non-verbal response such as raising their hand each time they hear a key
word.
Advanced level activities: the same aural text is given. Learners are required to
discuss and answer questions in groups and make inferences based on such
discussions.
Grading Content Syllabuses
In content syllabuses, the subject area of study provides a means for
grading.
Faravani, A., Zeraatpishe, M., Azarnoosh, M., & Kargozari, H. R. (2018). Issues in syllabus design. Sense. https://
doi.org/10.1163/9789463511889
Marsh, D. (ed.). 2002. CLIL/EMILE European Dimension: Actions, Trends and Foresight Potential. European Commission,
Public Services Contract DG 3406/001–001.
Terrell, T., & Krashen, S. (1983). The natural approach: language acquisition in the classroom. San Francisco: The Alemany
Press.
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