The Proportional Syllabus: A Better Alternative to the Existing Syllabus Types in Language Curriculum Design in EFL Contexts
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| Title | The Proportional Syllabus: A Better Alternative to the Existing Syllabus Types in Language Curriculum Design in EFL Contexts |
| Authors | |
| Abstract | Due to the emergence of new approaches and theories, a lot of changes have occurred in all aspects of language teaching and learning. Language syllabus as an important part of each teaching methodology has not been an exception and has undergone the same changes through the processes of language curriculum development and syllabus design. Based on learners’ needs and course objectives essential to require, a variety of language syllabus types have been devised in every specific point of time. However, generally speaking, two extremes seem remarkable in this respect, which draw a dividing line between various syllabus types. At one end, there are Type A product-oriented synthetic syllabuses which focus on what to be learned in the language, whereas in the other end there are Type B process-oriented analytic syllabi which operate in terms of the purposes for which people are learning language and consequently concentrate on how a second language should be learned. In addition to these two general categories, a third type of syllabus, known as the proportional syllabus, emerged in 1980s which possessed a hybrid dynamic nature merging different features of the previous syllabus types. The current article attempts to first take a short look at the syllabuses involved in these two extremes, and second focuses on the features and advantages of the proportional syllabus over the previous ones. Finally, the implications and applications of applying the proportional syllabus will be discussed both for  syllabus designers and language teachers. |
| Publisher | World Science Publisher |
| Date | 2012-12-14 |
| Source | 2325-2197 |
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