All the different syllabuses...

Grammatical (structural) syllabus

A grammatical syllabus is one that is organized solely around grammatical items. It is used most often in beginner level language courses and the items chosen for the syllabus are ones that will allow the learner to acquire beginning level communication skills.

Although many courses are not usually planned entirely around grammatical items, a grammatical syllabus can still be quite valuable in that many students expect to see grammatical items on a syllabus and will often question the absence of grammatical items. Grammatical items can also be linked fairly easily to other items on a syllabus and since grammar does serve as a basis for language proficiency and grammatical forms should be included in the syllabus.

A syllabus based entirely on grammatical items can be problematic in many ways. First, grammar constitutes only a small portion of language proficiency and a syllabus based entirely on grammar can often ignore other important aspects of language proficiency such as communicative skills. Also, according the naturalist approach, some students may not be ready linguistically to understand and use that particular form. Focusing on grammar often means that students are not given the opportunity to use and make meaning from longer units of the written and spoken word.

There is a place for the teaching of grammar in my courses. However, I do not explicitly teach grammatical units unless many of my students are struggling with mastering one particular form. If I see many students making common grammatical errors then I will take class time to present a lesson on that form. Often times I will address other grammatical issues one on one with students when we conference about their writing and ask the student to focus on correcting that particular grammatical issues. Although grammar is a course component in my writing class I do not spend much time focusing solely on grammar, instead, I spent much class time encouraging students to create writing samples and discussing those samples their peers and with their teacher.


Lexical Syllabus

A lexical syllabus is based on vocabulary and targets a certain number of vocabulary words depending on the level of the student. Vocabulary targets for an elementary student would be approximately 1,000 words whereas the target for an advanced level language student would be 2,000 or more words.

Many educators agree that including the teaching of vocabulary is important in acquiring a language. All level of textbooks and materials include target vocabulary and it is definitely needed in a language course.

A lexical syllabus, however, is not an ideal to have in isolation. IT is most effective when incorporated into a larger, more comprehensive syllabus.

Functional Syllabus

A functional syllabus is one that focuses on communicative competence. It explores how words are used to achieve meaning and encourages language learners to develop communication skills such as requesting, complaining, suggesting and agreeing.


One advantage of a functional syllabus is that it provides an opportunity for language learners to socialize and to seek answers for themselves. Language learners send much of their time expressing how they feel about something. Functional syllabi are also beneficial because they provide an opportunity for language learners to use the language and are well suited to teaching listening and speaking skills in a language.

Some drawbacks to a functional syllabus are that students may often lack grammatical knowledge that is not focused on in the syllabus. Also, students often only practice certain phrases, expressions or idioms that they may come across in certain contexts, thus the language that they learn is only a small sample of the whole language.


Situational syllabus

Situational syllabuses use language students may find accompanying certain situations, such as at a school or at a hotel. These types of syllabus identifies in which situations learners will use the language and then has students practice the typical communicative acts they may find in that situation.

The main advantage to using situational syllabuses is that the language the learner uses is very practical and has very realistic and practical use for the language learner.

The drawback to situational syllabuses is that the learners only practice the specific language for that particular situation. Students may not transfer the language use to other situations. Grammar is not explicitly taught and students, although they can use the language to achieve a purpose, lack grammatical knowledge about that language.


Topical or content-based syllabus

A topical or content-based syllabus is one where the content of the syllabus is more important than grammar, functions or situations. The content is the core of the syllabus and is often organized thematically or by topics. Content is chosen based on theme and then the presentation of language structures follow whereas with other syllabuses the teacher decides which language structures to teach the students and then content is chosen that models the appropriate use of that structure.

One advantage to a content-based syllabus is that students can make links and connections to the various contents provided. Also, teachers may choose content based on the needs and interests of their students and the presentation of this content could then motivate learners. Content-based syllabuses also aid in comprehension and may be more meaningful to the learners.

One drawback to content based syllabuses are that grammatical forms are not practiced as well as situations in which the learner may use the language. Another questions about the development of content-based courses are that of how the content is chosen and whether there is a balance between content and grammar. The issue of appropriate assessment also arises when designing content bases courses.

Competency based syllabus

A competency based syllabus is one that centers on students mastering and becoming competent in the skills, knowledge and attitudes to perform a certain task or activity. These types of syllabuses are often used in work based education and social survival programs.

One major benefit to a competency-based syllabus is that learners are often given the skills and knowledge they need to survive and be successful in everyday society. They may be used to give immigrants or refugees the necessary language skills to obtain a job or to survive in an unfamiliar environment.

One criticism that is present in competency-based programs is that the competencies that are chosen for a particular program may have hidden values and the learners are taught not to question the values. Competency based programs are sometimes formed to make refugees and immigrant passive participant in a society instead of to complain, disagree or resist the values that are impressed upon them.


Task-based syllabus

This is a syllabus that is organized around tasks that the students must complete in the target language. While carrying out tasks the learners receive comprehensible input and they modify their output accordingly. Two types of tasks that are employed with the implementation of this syllabus include pedagogical tasks and real-world tasks.

The main advantage with task-based syllabuses is that they allow students to practice tasks and activities that they encounter in real world situations.

One issue with a task-based syllabus is that it encourages fluency of language use over accuracy.

An integrated syllabus

An integrated syllabus is one the threads together different components from various other syllabus designs. Varying levels of language proficiencies may benefit from various types of syllabus designs.
The main advantage of using an integrated syllabus is that it helps the course designer decide what the focus of each level of language learning should be and to design a syllabus that has the appropriate focus for that level.

Since almost all types of syllabuses integrate other syllabus designs there really are no drawbacks to an integrated syllabus.

Text-based syllabus

A text-based syllabus is one that focuses on using various written and spoken texts in a language classroom. A variety of texts are chosen that fit the particular context of the language learner and then units of work are developed from those texts.

An advantage to a text-based syllabus is that it is highly integrated. It focuses on specific language structures and grammatical features of the texts. It provides students with guided practice as develop their language skills and glean meaning from the texts.

In many situations a text-based syllabus is impractical and does not all for a more general language proficiency to be developed.

Skills syllabus

Skills syllabuses are designed to approach language by teaching skill sets to the learners. It takes a complex activity and breaks it down into varying skills that he learner masters. A skills syllabus is broken down into macro skill sets and micro skills sets. The goal is to have the learner master micro skills on their way to mastering the macro skills. It breaks complex activities down into smaller skills and the student is assessed according to their performance of those skills.

One advantage to this syllabus is that is provides a nice, neat framework for course design and teaching materials. This type of syllabus can be implemented and be beneficial to students if students have very specific needs.

The main drawback is to this type of syllabus is that the focus is not on communicative abilities that students can apply in a wider setting.

Richards, J. (2001). Course planning and syllabus design. In Curriculum planning in language teaching. (145-197). New York: Cambridge University Press