Process oriented syllabus.
Presented by : SANA RAHMEN,
RAO KASHIF HAMEEED,
BILAL JAMIL.
Presented to MA’M FAIQA khaliq
A confusion
There has been a confusion over the terms
syllabus and curriculum .To many they have
been analogous to each other ; since both are
far apart and they must not be confused at
all .
SYLLABUS VS
CURRICULUM
DICTIONARY definition: to the ‘OXFORD
LEARNER’ SYLABUS IS A LIST OF TOPICS ,
BOOKS , ETC.THAT STUDENTS SHOULD STUDY
BE TAUGHT IN A PARTICULAR SUBJECT AT
SCHOOL ,OR COLLEGE ; and
 Dictionary definition of curricula runs so : the
subjects that are included in a course of school or
college
DEFINITION TO
LINGUISTS
 In the book of syllabus designing by NUAN a famous
linguist CANDL defines syllabus so : syllabuses are more
localized and are based on accounts and records of what
actually happens at die class room level as teachers and
learners apply a given curriculum to their own situation .
 evaluation and role of relationship of teachers and
learners . CURRICULUM: he suggests are concerned with
making general statements about language learning,
learning purposes and experiences ,
A GENERAL
CURRICULUM MODEL
1: monitoring and assessing students’ progress .
2:selecting suitable material .
3: stating the objective of the class .
4: evaluating the course .
5:listing grammatical and Functional components
.6:dedeigning learning activities and tasks
.7:instructing students.
8:identfying topics , themes , and situations .
BROAD AND NARROW
APPROACH CONCRNING
SYLLABUS
 The BROAD APPROACH is concerned with
the ‘WHAT’ of curriculum ; and
 THE NARROW APPROACH is concerned
with the ,’WHO’ and ‘HOW ‘ of curriculum .(
STERN)
PROCESS ORIENTED VS
PRODUCT ORIENTED
SYLLABUS
1:A PRODUCT ORIENTED SYLLABUSSES : are those
in which focus is on the knowledge and skill of which
learners should gain as a result of instructions .
2:PROCESS ORIENTED SYLLABUSSES : are those
which focus on the learning experiences themselves
.
PROESS ORIENTED
SYLLABUS
Linguists observed that syllabuses in which selection and
grading of items was carried on grammatical bases (
product oriented syllabus) fell into disfavor because they
failed adequately changing views on the nature of
language .some S.L.A researchers have claimed the
mismatch is likely to occur even grading of input
syllabus is carried out according to grammatical rather
than ;
CONTINUED
PROCESS ORIENTED
SYLLABUS
 psycholinguistic principles , while the other suggest
that the very act of linguistically selecting and
grading input will lead to distortion .in recent years
, some applied linguists have shifted focus from the
outcomes of instructions i.e; the knowledge and skills
to be gained by the learners , to the process through
which knowledge mid skills might be gained .
FEATURES OF PROCEESS
ORIENTED SYLLABUS
 1: process oriented syllabus is analytical and not mere
synthetic , and it is open to every one to be analyzed and
experienced to be more handy to the modern age as I t is not
fixed one .2: it is a sort of syllabus as provides the teachers
several chances of planning in the form of tasks rather
that objectives , 3:it turns the dull environment of the class
into an excited motivational one ,4: in the form of different
activities the class becomes student oriented rather than
teacher oriented,5: it shifts the individual class working to
group working ,
DIFFERENT SHADES OF
PROOCESS ORIENTED
SYLLABUS




1: PROCEDURAL SYLLABUS ,
2:TASK BASED SYLLABUS ,
3: CONTENT SYLLABUS ,
4: LEARNER LED SYLLABUS .
To be continued
by Sana Rahman
PROCEDURAL
PROCESS SYLLABUS
syllabuses -derive from the Bangalore Project
where the syllabus was constructed around a
series of problem-solving tasks. Sequencing in
the syllabus was based on the amount of
reasoning required to solve the task, and teachers
feedback focused solely on meaning not on
language.
PROCESS SYLLABUS
.
2 Process syllabuses- are associated with the work
of Breen and Candl in Process courses revolve
around a series of problem-solving tasks. In
contrast, however, process syllabuses place a heavy
emphasis on procedural knowledge rather than
declarative knowledge (i.e. how to learn, not what
to learn).
TASK – BASED
SYLLABUS
Task-based syllabuses- view tasks as a
necessary for presenting appropriate
language to learners.Tasks can be selected
according to the extent to which they reflect
the real-world behaviors that learners will
have to engage in.
CONTENT SYLLABUS
Another realization of the analytic approach to
syllabus design differs from task based syllabuses :
derived from fairly well defined subject areas in
school curriculum such as science or social studies
are special subject matter relating to an
academic or technical field such as mechanical
engineering , medicine or computing.
continued
Most of them would probably be located
at the center of the product and process
continuum .The best work being done in
the area focuses on rather than product.
ACTIVITY TO BE
DONE
which of the following tasks are likely to be most
important to a procedural or task based syllabus .





specification of linguistic content ,
specification of topic and theme ,
specification of performance and objectives ,
specification of task and activities .
 TO BE
CONTINUED BY
KASHIF RAO
CONCLUSION
In the light of the views from all the veteran
linguist for syllabus designing .The main focus on
a useful syllabus is considered in which planning,
implementation and evaluation of the curriculum
should be seen as an integrated set of processes
then it become unnecessary to think in terms
either of a product oriented or process oriented
approach.
CONTINUED
While related emphasis will vary depending
on the context, environment and purposes for
which language teaching is taking places ,
both outcome and processes will be specified
asWIDDOWSON :suggest that a basic
problem has been the confusion means and
ends.
 THANKS AND
QUESTION
.