Situational and Topical Syllabii

 Essay regarding Situational and Topical Syllabii

Situational and topical syllabuses


Situational and topical syllabuses

Situational and topical cream syllabuses

Mehrdad Amiri

[email protected] com

Islamic Azad School

Science and Research Department


Syllabus Design & Materials Development


Dr . P. Maftoon

Mini Spiel No: you

Date: On the, October several, 2010

one particular

Situational and topical syllabuses


Situational and topical syllabuses


Situational syllabus seems to have recently been inspired by Hornby's ‘situational' method where classroom scenarios were used to show the that means of the new language items (White, 1988). Establishing a feature of direct way of teaching, Hornby (1954, reported in Kumaravadivelu, 2006, g. 15) demonstrated language things using true objects and activities which may be performed within the classroom.

Another use of the word ‘situation' is definitely the reference designed to the circumstance in which language and behaviour takes place inside the ‘real world' outside the class room. According to White (1988) when we take a look at various areas of situation, we could concerned with: (a) the establishing, i. elizabeth., at the traditional bank, (b) the participants, we. e., financial institution clerk or customer, and (c) relevant objects inside the setting travellers' cheques, passport or traditional bank forms, with fairly predictable language components such as ‘could I funds some travellers' cheques make sure you? etc ....

The present paper aims at reviewing different aspects of situational and relevant syllabus.

Main purpose of a syllabus

The main purpose of a syllabus is always to break down the mass of knowledge to be learned into workable units (Hutchinson, & Oceans, 1987, s. 85), thus choosing the product of analysis is important since it influences all facets of a vocabulary teaching software. According to Long and Crookes (1992, p. 27) cited in Hadley, G. (1998), " a variety of a couple of

Situational and topical syllabuses


units, including word, structure, idea, function, topic, and circumstance, continue to be utilized in synthetic, Type A, syllabuses”. By focusing on discrete linguistic items, relating to Wilkins (1976), the learner at any one time can be deliberately exposed to a limited sample of language and has to re-synthesize the language which has been broken down. " Lexical, structural, notional, and functional syllabuses are man made. … also are so-called relevant and situational syllabuses, for examination of educating materials shows that topics and situations have traditionally recently been used since vehicles to get structural syllabuses. However , Hadley (1998) believes that we must look into the types of syllabuses as a natural unit since syllabuses will never be completely analytic or man made in characteristics. In a figure, he displays the relationship among different types of syllabuses in which situational and topical syllabuses, with their contextual and informational centers respectively, are placed under content-based syllabi and are also on the man made side from the figure. Situational syllabus in contrast with grammatical syllabus aims at preparing " learners to cope in a foreign language with concrete floor situations on the planet such as dealing with customs or booking in the hotel” (Johnson, & Manley, 1998, s. 293). Kelly (1969 reported in Richards, 2006) claims that particular communicative acts commonly occur in a setting which can be referred to as a predicament. Therefore , in a situational syllabus, situations by which communicative serves occur and learners utilize the language are identified. For hundreds of years, this type of syllabus has been employed in teaching text books. Situational syllabus

Situational syllabus, in respect to Krahnke (1987), targets language contact form and structure and is typically adjunctly used in instruction. Based upon the type of informational 3

Situational and relevant syllabuses


and linguistic content you will find different situational syllabuses. For instance , Alexander (1976, cited in Kranke, 1987) points to three types of limbo, concrete floor, and mythical situational syllabuses.


References: Hadley, A. O. (2003). Teaching terminology in framework (3rd ed. ). Boston, Massachusettes:

Heinle & Heinle Publishers.

Hadley, G. (1998). Returning full circle: A survey of EFL syllabus designs to get the new


Hutchinson, To., & Oceans, A. (1987). English to get specific purposes: A learning-centred


Manley, K., & Johnson, They would. (Eds. ). (1998). Encyclopedic dictionary of applied linguistics.

Krahnke, E. (1987). Approaches to syllabus design and style for foreign language teaching. NJ-NEW JERSEY:

Prentice-Hall, Inc.

Kumaravadivelu, N. (2006). Understanding language instructing: From strategy to


Very long, M., & Crooks, G. (1992). 3 approaches to task-based syllabus style. TESOL

Quarterly, 26, 27-56.

Richards, J. C. (2001). Curriculum expansion in vocabulary teaching. Cambridge: CUP.

Richards, J. C. (2006). Supplies development and research-making the bond. RELC

Journal, 37(1) 5-26

White, 3rd there’s r. V. (1988). The ELT curriculum: Style, innovation and management. Oxford:

Basil Blackwell.

West, 3rd there’s r. (1994). Requirements analysis in language educating. Language Instructing, 27, 1-19

Yalden, L

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