Syllabus Types

A syllabus specifies what is to be taught and in what order. The choice of syllabus type reflects assumptions about language and learning.

Synthetic vs Analytic (Wilkins 1976)

• Synthetic: language broken into discrete items (grammar points, vocabulary, functions); learner must synthesise them. Examples: structural, lexical, functional-notional.
• Analytic: organised around meaning or tasks; learner analyses language encountered in context. Examples: task-based, process, procedural.

Major Types

Type	Unit of organisation	Key scholar(s)
Structural	Grammar structures	Lado (1964)
Functional-notional	Functions + notions	Wilkins (1976), Council of Europe
Lexical	Words, chunks, collocations	Willis (1990), Lewis (1993)
Skills-based	Macro-/micro-skills	None specified
Task-based	Real-world / pedagogic tasks	Long (1985), Skehan (1998)
Process	Classroom negotiation	Breen (1984)
Procedural	Meaning-focused tasks	Prabhu (1987)

White's (1988) Distinction

• Type A (what is to be learnt): pre-specified content, teacher-led. Structural and notional-functional syllabi.
• Type B (how it is to be learnt): process-oriented, negotiated. Task-based and process syllabi.

Practical Implications

• Most real-world courses use a multi-layered syllabus combining several types
• Syllabus type should align with Needs Analysis findings and programme goals
• The shift from Type A to Type B reflects the broader move toward communicative and task-based teaching