Week 4 22 March 2021 Approaches to Syllabus Design 


There are two approaches: Synthetic and analytic approaches. Synthetic approach covers structural, situational and functional syllabus whereas analytic approach covers task based/procedural, topic-based, skills based, lexical, mixed, notional, learner-generated syllabus. 


In synthetic approach language is broken into parts to teach different parts of language and by a step-by-step procedure.As a result of this gradual accumulation,learners resynthesize the language.

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In structural syllabus, each unit of learning deals with a particular grammatical structure and is identified with a grammatical label such as present simple etc. The core of STS is an ordered list of grammatical structures. 


Simplicity, regularity, frequency, contrastive difficulty are some criterias to determine the grammatical content. 


There are some reservations of STS like focusing only one part of language, structures are taught regardless of their value to the learner etc.


Functional/communicative syllabus sees communicative facts of language as the core of the language. The syllabus is organized in terms of content rather than form. The goal is to develop communicative competence.


Analytic approaches see language as a whole. The structural considerations are secondary while deciding on the linguistic content. 


Task based syllabus suggests that language learning can only be accomplished through practice and interaction. Tasks should be relevant to real world needs of the students.


Topic based syllabus is similar to situational however is organized by topics or themes rather than situations. Toics can be terrorism, crime and punishment, stress, food etc.


Skills-based syllabus’ main idea is to teach and improve skills in order to increase learner’s independence.The author arranges activities around the language or study academic skills which he thinks they will mostly need.


Mixed syllabus is integration of all kinds of syllabuses according to the needs of students.

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