Jumat, 29 Desember 2017
Definition of
Syllabus
The syllabus is defined as the documents that
consist of topics or portion covered in a particular subject. It is determined
by the examination board and created by the professors. The professors are
responsible for the quality of the course. It is made available to the students
by the teachers, either in hard copy or electronic form to bring their
attention towards the subject and take their study seriously.
A syllabus is considered as a guide to the in charge
as well as to the students. It helps the students to know about the subject in
detail, why it is a part of their course of study, what are the expectations
from students, consequences of failure, etc. It contains general rules,
policies, instructions, topics covered, assignments, projects, test dates, and
so on.
2. Skill Based
Syllabus
skill based syllabus is one of design Syllabus Process. Design mean concerned with
the selection, sequencing and justification of the content of the curriculum.
Traditional approaches to syllabus developed were concerned with selecting
lists of linguistic features such as grammar,
pronunciation, and vocabulary as well as experiential content such as topics
and themes. These sequenced and integrated lists were then presented to the
methodologist, whose task it was to develop learning activities to facilitate
the learning of the prespecified content. In the last twenty years or so a
range of alternative syllabus models have been proposed, including a task-based
approach. In this piece I want to look at some of the elements that a Skill
based syllabus designer needs to take into consideration when he or she
embraces a Skill task based approach to creating syllabuses and pedagogical
materials.
Before going to know about Skill based syllabus, The first
lets to know about skill. Generally, skill mean an ability to do an activity or
job well. it involves someone who has had special training and practicing
to do it. So, what is the meaning skill in language teaching? The term
“skill” in language teaching is
used as a specific way of using language that combines structural and
functional ability.
In skill-based syllabus, the content of the language
teaching involves a collection of particular skills that may play a role in
using language. Relevance on student-felt needs or wants is the
advantage of the skill based syllabus because learners who know what they need
to do with the language generally show great acceptance of instruction that is
clearly directed toward their goals. on the other hand, there are many
people argue that skill based syllabus will limit people general language
proficiency and some bad impact related to social value that Skill based
instruction that is too limited in scope can program students for particular
kinds of or isolated them from achievements and ambition that the competencies
do not prepare them. The primary purpose of skill-based instruction is to
teach the specific language skill that may be useful or necessary in using
language. Skill-based syllabus merge
linguistic competencies (pronunciation, vocabulary, grammar and discourse)
together into generalized types of behavior such as listening to spoken
language for the main idea, writing well-formed paragraphs, delivering
effective lectures and so forth.
3. Items in syllabus
Syllabus design concern the selection of items to be
learnt and the grading of those items into an appropriate sequence. It is
different from curriculum design , in the latter the designer not just with
lists of what will be taught and in what order, but also with the planning ,
implementation, evaluation, management and
evaluation of education programmes. There are a number of different
types of language syllabus, all of which can be taken as a starting point in
the planning of a new course book. Every
syllabus needs to be developed on the
basis of certain criteria, such as learnability, frequency, coverage, abd
usefulness. Learnability means that we teach easier things first and then
increase the level of difficulty as students
language level rises, frequency
would make sense at the begining levels,
to include items which are more frequent in the language, than ones that are
only used occasionally by native speaker . by coverage we mean the scope for
use. Some words and structure have greater coverage than others, teachers may
decide on the basis of coverage wheter to introduce a language structure before
another one or not. Usefulness gives the reason why certain words, such as
‘book’ or ‘pen’ are highly recommended in classrooms though they might not be
that frequent in real language use. They are useful words in a classrooms situation .
sources :http://progressive-edu.com/?p=792
sources :http://progressive-edu.com/?p=792
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