analytic syllabus
The term was introduced by D.A. Wilkins in 1972, as the counterpart to the synthetic syllabus. An analytic syllabus presents the target language in whole chunks (tasks, texts, projects, topics) without breaking it down into discrete linguistic units. Learners are expected to analyse the language they encounter and induce its patterns — the opposite of synthesising pre-taught items.
Key Features
- No predetermined linguistic sequence — learners encounter language holistically
- Organised by meaning, not form — units are tasks, topics, themes, or projects
- Learner-driven analysis — learners work out grammatical patterns from meaningful input
- Compatible with developmental sequences — doesn't assume learners will acquire structures in syllabus order (see Interlanguage)
Examples of Analytic Syllabuses
| Syllabus Type | Organising Principle | Example |
|---|---|---|
| Task-based (TBLT) | Target tasks derived from needs analysis | "Book a hotel room," "Give a presentation" |
| Content-based (CLIL) | Subject matter content | Science topics, history themes |
| Process | Learning processes and strategies | Problem-solving, information-gap activities |
| Project-based (PBL) | Extended projects with tangible products | Create a documentary, design a poster |
Analytic vs Synthetic
| Synthetic | Analytic | |
|---|---|---|
| Unit of organisation | Linguistic items (grammar points, vocabulary) | Meaning units (tasks, topics, texts) |
| Learner's job | Synthesise taught items into communication | Analyse whole language into patterns |
| Sequence | Pre-determined by syllabus designer | Determined by task demands and learner readiness |
| Grammar treatment | Focus on forms — proactive, pre-selected | Focus on form — reactive, incidental |
| Typical delivery | PPP, coursebooks | TBLT, content-based instruction |
The Debate
Jason Anderson's trajectory (PPP → CAP → TATE → PBL) is, according to Geoff Jordan, an attempt to appear to move toward an analytic syllabus while remaining fundamentally committed to a synthetic one. Anderson's projects don't determine the syllabus — they are add-ons to a coursebook-driven course where pre-selected language items are still the organising principle.
References
- Wilkins, D.A. (1976). Notional Syllabuses. OUP.
- Long, M. & Crookes, G. (1992). Three approaches to task-based syllabus design. TESOL Quarterly, 26(1), 27–56.