Types of syllabus

Over the years a variety of syllabuses have come to the fore. These
syllabuses can be classified as either product orientated or process
oriented as stated by Nunan (2012). Product oriented syllabuses
concentrate on instructional outcomes, whereas process oriented syllabus
concentrate on student behaviour and learning processes. In addition
learning constituents pertinent to contents such as topics, words and
structures are classified independently from those relevant to processes
such as methods and tasks.
Syllabuses can also be analysed from synthetic or analytic perspective as
stated by Wilkins (1976). Wilkins (1976) states that "a synthetic language
teaching strategy is one in which the different parts of language are
taught separately and step by step so that acquisition is a process of
gradual accumulation of parts until the whole structure of language has
been built up"( Wilkins 1976: 2). In addition the learning takes place in a
non-context setting and the learners are required to put together what
they have learnt once sufficient amount is acquired by themselves to
communicate. Yalden (1983) states that this is more beneficial if this
learning takes place at an advance level.
In contrast, the analytic teaching strategy is "organised in terms of the
purposes for which people are learning language and the kinds of
language

performance

that

are

necessary

to

meet

those

purposes"( Wilkins 1975: 13). Nunan (2012) states that analytic teaching
strategy

aims

to

employ

"communicative

purposes"

rather

than

grammatical as in the case of synthetic strategy. Understanding of these

dissimilarities enables to explicate for a great deal of differences in
syllabus designs.
Bearing this in mind, survey of the literature will reveal the existence of
numerous syllabus types that exhibit both the process and product
orientation. Richards Study in 1990 presented an insight into the
numerous syllabuses and their essential components. Richards (1990)

presented seven types of syllabuses: skills, task or activity based, topical,

structural, functional, notional and situational. In addition according to
Richards and Rodgers (2001) syllabuses are linked to a explicit method
and an approach.

The Natural and the subject-matter are two more types of syllabuses
delineated by Yalden (1983). According to Terrell (1977, 1982) and further
expatiated by Krashen and Terrell (1983),Natural syllabuses are founded
upon SLA and psycholinguistics theory. In addition the acquisition is
promoted

via

comprehensible

input

with

the

employment

of

communicative activities. Once acknowledged and understood, production

should be a natural output, reflecting the development of communication
and academic proficiencies as stated by Nunan (1988a). Subject-matter
syllabus according to Yalden (1983:65) is a subject matter taught through
the medium of a target language forms part of the second language
learning experience. Therefore it acts as a motion for acquirement. In
addition this is additionally identified as immersion teaching.
In addition to the above mentioned studies, Ur (1991) explores additional
syllabuses
notional,

which

include:

functional-notional,

Grammatical-lexical,
situational

mixed

procedural,
or

multi

lexical,
strand.

Grammatical-lexical syllabus is where the grammatical and lexical

structure is specified. Procedural syllabus is where the learning tasks are
identified, an example of the task may be story writing. Lexical syllabus
lists vocabulary items with connected collocations. Notional syllabus is
where certain ideas and notions are expressed learners in contexts.
Functional-notional syllabus enables learners to language that is real and
appropriate

for

communication.

Situational

syllabus

is

designed

specifically for a particular situation, for example At The Hospital. In

addition it consist of an inventory language situations and a description
of the linguistic content of each of these situations (Wilkins 1976:16).
Perhaps the most important type as it is used by the New Headway
Elementary, mixed or multi strand syllabus are a combination of modern

syllabuses to combine "different aspects in order to be maximally

comprehensive and helpful to teachers and learners" Ur (1991: 76).
Several researchers agree that syllabus design should mirror the
convolution of language and present plasticity and diversity as stated by
Yalden (1983).