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Process Oriented Syllabus

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Ijaz Qiasrani
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97 views19 pages

Process Oriented Syllabus

Uploaded by

Ijaz Qiasrani
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Process oriented

syllabus.
A confusion
There has been a confusion over
the terms syllabus and
curriculum . To many they have
been analogous to each other ;
since both are far apart and
they must not be confused at
all .
SYLLABUS VS
CURRICULUM
DICTIONARY definition: to the
‘OXFORD LEARNER’ SYLABUS IS A
LIST OF TOPICS , BOOKS , ETC.
THAT STUDENTS SHOULD STUDY
BE TAUGHT IN A PARTICULAR
SUBJECT AT SCHOOL ,OR
COLLEGE ; and
 Dictionary definition of
curricula runs so : the subjects
DEFINITION TO
LINGUISTS
 In the book of syllabus designing by
NUAN a famous linguist CANDL
defines syllabus so : syllabuses are
more localized and are based on
accounts and records of what actually
happens at die class room level as
teachers and learners apply a given
curriculum to their own situation .
 evaluation and role of relationship of
teachers and learners .
A GENERAL
CURRICULUM MODEL
1: monitoring and assessing
students’ progress .
2:selecting suitable material .
3: stating the objective of the
class .
4: evaluating the course .
5:listing grammatical and
Functional
components .6:dedeigning learning
BROAD AND NARROW
APPROACH
CONCRNING SYLLABUS
 The BROAD APPROACH is
concerned with the ‘WHAT’ of
curriculum ; and
 THE NARROW APPROACH is
concerned with the ,’WHO’ and
‘HOW ‘ of curriculum .( STERN)
ORIENTED VS
PRODUCT
ORIENTED
SYLLABUS
1:A PRODUCT ORIENTED SYLLABUSSES :
are those in which focus is on the
knowledge and skill of which learners
should gain as a result of instructions .
2:PROCESS ORIENTED SYLLABUSSES : are
those which focus on the learning
experiences themselves .
PROESS ORIENTED
SYLLABUS
Linguists observed that syllabuses
in which selection and grading of
items was carried on grammatical
bases ( product oriented syllabus)
fell into disfavor because they
failed adequately changing views
on the nature of language .some
S.L.A researchers have claimed the
mismatch is likely to occur even
PROCESS
ORIENTED
SYLLABUS
 psycholinguistic principles ,
while the other suggest that the
very act of linguistically selecting
and grading input will lead to
distortion .in recent years , some
applied linguists have shifted
focus from the outcomes of
instructions i.e; the knowledge
FEATURES OF PROCEESS
ORIENTED SYLLABUS
 1: process oriented syllabus is
analytical and not mere synthetic ,
and it is open to every one to be
analyzed and experienced to be more
handy to the modern age as I t is not
fixed one .2: it is a sort of syllabus as
provides the teachers several
chances of planning in the form of
tasks rather that objectives , 3:it
turns the dull environment of the
DIFFERENT SHADES
OF PROOCESS
ORIENTED SYLLABUS
 1: PROCEDURAL
SYLLABUS ,
 2: TASK BASED SYLLABUS ,
 3: CONTENT SYLLABUS ,
 4: LEARNER LED SYLLABUS
.
PROCESS
SYLLABUS .
2 Process syllabuses- are associated with
the work of Breen and Candl in Process
courses revolve around a series of
problem-solving tasks. In contrast,
however, process syllabuses place a
heavy emphasis on procedural
knowledge rather than declarative
knowledge (i.e. how to learn, not what to
learn).
TASK – BASED
SYLLABUS
Task-based syllabuses- view
tasks as a necessary for
presenting appropriate
language to learners. Tasks
can be selected according
to the extent to which they
reflect the real-world
CONTENT
SYLLABUS
Another realization of the analytic
approach to syllabus design differs from
task based syllabuses : derived from fairly
well defined subject areas in school
curriculum such as science or social
studies are special subject matter relating
to an academic or technical field such as
mechanical engineering , medicine or
computing.
continued
Most of them would probably
be located at the center of the
product and process
continuum . The best work
being done in the area focuses
on rather than product.
ACTIVITY TO BE
DONE
which of the following tasks are
likely to be most important to a
procedural or task based syllabus .

 specification of linguistic
content ,
 specification of topic and
theme ,
 specification of performance
CONCLUSIO
N
In the light of the views from all the
veteran linguist for syllabus designing
.The main focus on a useful syllabus is
considered in which planning,
implementation and evaluation of the
curriculum should be seen as an
integrated set of processes then it
become unnecessary to think in
terms either of a product oriented or
process oriented approach.
CONTINUED
While related emphasis will
vary depending on the
context, environment and
purposes for which language
teaching is taking places ,
both outcome and processes
will be specified as
WIDDOWSON :suggest that
 THANKS
AND
QUESTION .

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