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Section 3 APPLICATION

By their fruits ye shall know them

(Gospel of Sr. Matthew 7 :20)

In the first two sections of this book, we have looked at the principles and practices that lie behind ESP course design. In this section we will be concerned with the detailed implementation of the design into a syllabus, materials, a methodology and evaluation procedures. First a word of caution. Books and courses must proceed in a linear fashion : one page must follow another ; one lesson must follow another. Knowledge has to be segmented for presentation some how. But this does not carry any implications for importance or procedure. In dealing with the syllabus is more important than the materials, nor that the syllabus must be written before the materials. Indeed it would be perfectly possible to deal with them the other way around. Just as it is perfectly possible to write the materials before the syllabus. The teaching/learning process is a complex and dynamic process, with all the various factors influencing each other (see figure 21 P. 74).

4.     THE SYLLABUS

I must create a System, or be enslaved by another Man’s

(William Blake, ‘jerusalem)

1.      What do we mean by a syllabus?

A syllabus is a document which says what will (or at least what should) be learn.

a)    The evaluation syllabus

This kind of syllabus will be most familiar as the document that is handed down by ministries or other regulating bodies. For example, if the syllabus is the framed in term of grammatical structures, this reflects a view that knowing a language consist of knowing a language consist of knowing the constituent structures.

b)   The organizational syllabus

The organizational syllabus is most familiar in the form of the contents page of the text book, and it is this form of syllabus that most people would think of when asked: ‘what is a syllabus?’ the organizational syllabus differs from the evaluation syllabus in that it carries assumption about the nature of  learning as well as language.

c)    The materials syllabus

The two syllabuses considered so far might be regarded as pure syllabuses, in that they have not been interpreted. They are a straight-forward statement of what is to be learn with some indication of the order in which the item should be learn.

d)   The teacher syllabus

The second stage of interpretation usually comes through the teacher. The great majority of student in the world learn language through the mediation of a teacher.

e)    The classroom syllabus

A lesson is communicative event, which is created by the interaction of a number of forces.

f)    The learner syllabus

The learner might participate in their creation to some extent, but essentially they are external to the learner. The last type of syllabus, however, is an internal syllabus.

The learner syllabus differ from all the other types we have mentioned not just in being internal is opposed to external, but in that it faces in the opposite direction.

2.      Why should we have a syllabus

There are also acknowledged and hidden reasons for having a syllabus.

a)        Language is a complex entity. It cannot be learn in one ago.

b)        In addition to its practical benefits, a syllabus also gives moral support to the teacher and learner, in that it makes the language learning task appear manageable.

c)        A syllabus, particularly an ESP syllabus, also has a cosmetic role.

d)       Returning to our analogy of learning as a journey.

e)        A syllabus is an implicit statement of views on the nature of language and learning.

f)         A syllabus provides a set of criteria for material selection and/or writing

g)        Uniformity is a necessary condition of any institutionalized activity, such as education.

h)        In that teaching is intended to lead a learner to a particular state of knowledge.

3.      On what criteria can a syllabus be organized?

a)    Topic syllabus

b)   Structural/situational syllabus

c)    Functional/notional syllabus

d)   Skills syllabus

e)    Situational syllabus

f)    Functional/task-based syllabus

g)   Discourse/ skills syllabus

4.      What role should a syllabus play in the course design process?

a)    A language –centre approach

In this approach the syllabus is the prime generator of the teaching materials. the syllabus is quite clearly the determiner of the entire course.

b)   A skills-centre approach

A skills-centre approach will often lay great store by the use of ‘authentic’ texts.

c)    A learning-centre approach

In a learning-centre approach the methodology cannot be just grafted on to the end of an existing selection of syllabus items and text it must be considered right from the start.

d)   The post hoc approach

There is, of course, One last way of using the syllabus, which is probably more widespread than we might suppose

COMMENTS

In this chapter, we learn about syllabus. Syllabus is a document which say what will ( or at least what should) be learn. We learn syllabus not only in ESP, but in English for elementary school, in study that general such as “pengelolaan pendidikan”. So, we don’t fantastic again in this material and certainly we have know about way to make the syllabus. But, I think in this chapter the explanation about content better clear and easy, because there are any technique which explanation in this topic. In the other hand, there are some example and structural from each technique. So, I very understand.