This document provides an overview of different types of syllabuses used in English language teaching. It describes 13 different syllabus types: procedural, cultural, situational, skill-based, structured/formal, multi-dimensional, task-based, process, learner-led, proportional, content-based, notional/functional, and lexical. Each type has a different focus, such as tasks, culture, situations, skills, or lexical items. The document notes that no single syllabus is appropriate for every learner and that syllabuses are often combined to meet different needs. It poses questions about which types may be most beneficial for language learners and whether a more flexible or pre-outlined approach is preferable.

1. An Overview of
Syllabuses in English
Language Teaching
By: Mohammad Mohseni Far, M.A., Shahid
Chamran
University, Iran
Presented by Angela Britton

2. What is a syllabus?
According to Wilkins’ (1981) it is defined as
“specifications of the content of language
teaching which have been submitted to some
degree of structuring or ordering with the aim of
making teaching and learning a more effective
process”
In the simplest terms…. “a statement of what is
to be learnt” (Hutchinson and Waters, 1987,80)

3. Syllabuses in ELT
A Procedural Syllabus
Proposed by Prabhu 1980
Focuses on learning or the learner
Tasks/activities designed ahead of time, but not the
linguistic subject matter
Learner perceives the language content
subconsciously while focusing on the meaning
behind the task.

4. A Cultural Syllabus
Introduced by Stern 1992
Many different viewpoints on culture and how to
study culture
Stern (1992) believes the aims for teaching culture
should be:
• research based
• Native to the learner
• background knowledge of the culture
studying
• Affective goals; interest, intellectual
curiosity, empathy
• Similarities and differences between the
studied culture
• Emphasis on understanding the
implications on society and language
use.

5. A Situational Syllabus
Language is in relational to the situational context
Designer predicts the situations that learners will
encounter
Collection of real or imaginary scenarios
Situational needs are prioritized over grammatical
units
Liar of situations reflective of how language and
behavior are used in everyday situations
Learner centered verses subject centered, which
heightens motivation

6. A Skill Based Syllabus
Skills that people must be able to do competently in
a language
Consists of a collection of skills that could
potentially play a part in using language
Main objective is to learn the language skill
Develop competence in the langauage

7. A Structured or Formal Syllabus
“Traditional” syllabus
Focus on outcomes or product
Structual patterns as the basic units of learning and
organizes as such
Learner expected to master each step
Highly controlled, structured and sequenced pattern
practice drills

8. A Multi-Dimentional Syllabus
Idea is that this is flexible to change the central
point of teaching material as the course progresses
Less rigid design, flexibilty and responds to
learner’s needs
A Task Based Syllabus
Using tasks and activities to promote learning and
make use of communication to fulfill a need
Interaction and practice that perfects language skills
Meaningful tasks that are multifaceted and focused
to enhance learning

9. A Process Syllabus
Supported by Breen (1984)
Designed as learning and teaching progress
Takes into account the interrelationships between
content, learning and the contributions of the
classroom
A Learner-Led Syllabus
Breen and Candlin (1984) proposed focusing on
how learners learn.
Emphasis on learner and their interest and
motivation while developing the skill
Some feel this is far reaching, complicated to follow,
lack course book and puts the responsibility on the
student

10. A Proportional Syllabus
Goal to provide an overall competence
Appropriate and applicable for learners who need
exposure to the target language
Incorporates a variety of elements; form and
interaction
Indicates what will be taught moreso than what will
be learned
Dynamic and has plenty of opportunity for feedback
and flexibility
A Content-Based Syllabus
Critical goal is to teach specific information and
content using the language that is being learned
Language and content learning are occurring
simultaneously

11. A Notional/Functional Syllabus
Emphasis is on the communicative purpose and
conceptual meaning of language; notions and
functions
Proposes a list consisting of notions and functions
that are the main focus
A Lexical Syllabus
Advocated by Willis (1990)
Based on the most common words and phrases and
their meanings in English
Real language and research into natural language
instead of other pedagogic grammars
Shifts responsibility for learning onto the learner

12. Need to consider all the points when choosing a
syllabus to be used.
Many times syllabus’ are combined together in
order to meet the needs of all parties.
No single syllabus type is appropriate for every
learner or situation; many things should be
considered

13. Questions to Consider:
Most of us who have been in a collegiate setting, know
that the syllabus is often the framework of what will
be taught in the weeks ahead for a given course. I
myself find that it is very helpful to have an overview
of the expectations and the desired goals and
outcomes.
My questions to consider are as follows:
1. Given the several syllabus types outlined in this
article, do you see a particular type that would be
more beneficial than the others for an English
Language Learner?
2. Do you feel it is more beneficial to have the course
outlined in whole or a more flexible approach that
allows for planning in process as you go? Or is it
situational?