Types of syllabi

synthetic and analytic syllabus

The starting point for designing a syllabus may be synthetic or analytic.

·         Synthetic design: use the target language grammar system as their starting point for design.

·         Analytic design: start with the communicative purpose for which language is used

Synthetic approach (product oriented)			Analytic approach (process oriented)
What is to be learnt? (content) (language usage) Language usage: the rules for making languae			How is to be learnt? (language use) Language use: communicative meaning of language
·Focuses on the language items (structure-part of speech…) ·Procedural (Form. S+V+O)			Focus on meaning (language competence of the learner) Situational (language used in different contexts)
Content based (notion)			Function based
·Built on the components of the target language’s linguistic system that  “are taught separately and step   by stepso that acquisition is a processof gradual accumulation of parts until the whole structure of language  has been built. Thus, the responsibility of the learner to synthesize these discrete elements of the language into meaningful utterances. ·Synthetic syllabi support a pedagogy in which L2 learning is the result of a form-focused, linear, systematic, and cumulative process.			·Organized in terms of the purposes for which people are learning the language and the kinds of language performance that are necessary  to meet those purposes. ·Analytic syllabi support a pedagogy in which L2 learning is understood as a meaning-driven, non-linear, and recurrent process.
EX	SW - GTM	CLL- CLT

product-oriented syllabus:

1) Structural syllabus:  Focuses on the teaching of grammar or structure of the language.

2) Situational syllabus:  It comes as a reaction to the structural syllabus and it focuses on the meaning, it teaches language in the situations or context.

3)  Lexical syllabus :  Focuses on the vocabulary ( teaching the most frequent words ....phrases ..word collocations)

4) Notional functional syllabus:  It believes that language has a purpose and that there is a meaning expressed behind the form of words.

5) topic-based syllabus:  The organizing principles are the topic or themes (for example sport, advertising ...)

Process-oriented syllabus:

1) task-based syllabus:  It teaches the language via tasks in which there is a relationship with the real world. It also helps in problem-solving. In this syllabus,  learning happens  through communication.

2) based bus:  Focuses on the development of the main four skills in language ( reading, writing, listening, and speaking) to enable the student to have competency in the language.

3) The content-based syllabus:  It teaches the content or information about a specific discipline rather than teaching the language itself. This method enables students to develop their cognitive skills because the learner is focused on the meaning and not on the study of the language itself. Language is only used as a tool.

4) Communicative syllabus :  The organizing principles are the situation, the topic, and the function and notion .it's main concern is to enable the learner to communicate in the language, relying on the meaning and context in which it is used.