CONTINUATION.. ..
CONTINUATION.. ..
d.) The TEACHER Syllabus
d.) The TEACHER Syllabusthe SECOND STAGE OF
INTERPRETATION comes through the teacher
the GREAT MAJORITY of STUDENTS LEARN LANGUAGE through the MEDIATION of a teacher
the TEACHER can INFLUENCE the CLARITY, INTENSITY and FREQUENCY of any item
they affect the image that the learners receive
Stevick (1984) recounts how an inexperienced teacher would finish in two minutes an activity that he would spend twenty minutes on.
e.) The CLASSROOM Syllabus
what is PLANNED and what actually HAPPENS in a lesson are two DIFFERENT things
(Allwright, 1984b)
A LESSON is a communicative event(created by INTERACTION)
The LESSON PLAN is like the PLANNED ROUTE (but like a planned route it can be affected by all sorts of conditions along the way)
o the unexpected traffic jam
o the slow-moving vehicle that you get stuck behind
o the diversion because of road works
o the new one-way system that you get lost in
but the journey might also be helped along by the -
new stretch of motorwaythe company of traveling
companionsfine weather, etc.
CLASSROOM too creates conditions which will affect the nature of a PLANNED LESSON.
` (these might be EXTRANEOUS FACTORS:)
noise from the outside hot weather interruptions to deal with an
administrative matter (a visitor)
(or they might come from the LEARNERS as a Group:)
tired after a long day excitable after an incident in the break
(or from the LEARNERS as Individual students:)
asking questions distracting the attention of the class
putting an interesting question
telling an amusing anecdote
The CLASSROOM then, is not simply a neutral channel for the passage of information from the teacher to learner.
It is a DYNAMIC, INTERACTIVE ENVIRONMENT which affects the nature both of what is taught and what is learnt.
f.) TheLEARNE
RSyllabu
s
The EVALUATION Syllabus
The ORGANIZATIONAL Syllabus
The MATERIALS Syllabus
The TEACHER Syllabus
The CLASSROOM Syllabus- external to the learner
The LEARNER Syllabus -internal syllabus
-The NETWORK of KNOWLEDGE
develops in the learner’s brain
enables the learner to comprehend
and store the later information
It is a RETROSPECTIVE record of what HAS BEEN LEARNT rather than a PROSPECTIVE plan of WHAT WILL BE LEARNT.
(Candlin, 1984)
Importance of LEARNER SYLLABUS:
It is through this filter of this syllabus that the learner view the
other syllabuses.(IN OTHER WORDS, will have a crucial influence on whether and how future knowledge is learnt.)
CONCLUSION:There is NOT JUST ONE Syllabus,
but SEVERAL,and the TEACHING-LEARNING
PROCESS involves the INTERACTION of THEM ALL.
‘I have taught the syllabus.
Therefore the students,have learnt what is in
the syllabus.’