Syllabus Types
curriculumSyllabus DesignTypes of Syllabus
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 | — |
| 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