LINGUA, LETTERATURA E CULTURA IN UNA
DIMENSIONE EUROPEA – AREA LINGUE STRANIERE
ATTACH
Syllabus design and course planning di Alan Weir
Which syllabus: The traditional and the holistic syllabus
Created 26 Jul 2004 - 13:00
TeachingEnglish
Traditional and holistic syllabuses reflect different views of language
and language learning and teaching. Both viewpoints are quite valid,
and most courses nowadays will reflect elements of both. It is the
relative emphasis given to language as a body of knowledge to be
mastered, or language as a communicative process to be developed,
which will determine which of the labels 'traditional' or 'holistic' I
would apply to a given syllabus.
 The
traditional syllabus
o An example
o Advantages
 Arguments for a more holistic syllabus
o How this works
 A comparison of traditional and holistic approaches
 Summary
The traditional syllabus
In traditional syllabuses and materials, linguistic content is primary.
The situational and thematic choices are made once the linguistic
content has been established. The selection of the linguistic content
itself is based on a particular theoretical view of the nature of
language and the way in which we acquire it.
An example
The audiolingual method, for example, emphasised a careful
sequencing of grammatical structures, which were presented and
then repeated, with gradual memorisation of the dialogue. This
approach was developed following research by behaviourist
psychologists, who saw language as a system of building blocks, and
language acquisition as a process of habit formation, through
imitation and repetition. Such an approach tends to ignore thematic
content, and grammar and vocabulary are presented in isolated
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LINGUA, LETTERATURA E CULTURA IN UNA
DIMENSIONE EUROPEA – AREA LINGUE STRANIERE
sentences without any thematic thread.
Advantages
Traditional syllabuses are suited to some types of learner. Breaking
the language down into bits and pieces can help to focus students on
a particular aspect of the language and avoid the focus being blurred
by other problems of a lexical or phonological nature.
Arguments for a more holistic syllabus
Those who criticise the traditional syllabus argue that it isn't logical to
break language into bits and pieces when it is always experienced
comprehensively, as a whole. Language consists of more than a stock
of objective facts. This means that a holistic approach uses texts, i.e.,
whole pieces of language, rather than individual sentences, to
prepare the learners for the language they will encounter outside the
classroom. Widdowson claims that we must progress form learning
about the language (language usage), to considering how language
works in a communicative sense, (language use), which, 'requires us
to go beyond the sentence and look at longer stretches of language.'
This holistic view has gained prominence in recent years. A holistic
syllabus will front texts, topics and tasks, placing great emphasis on
meaningful communication from the learner's point of view. Texts
should be authentic, tasks should be communicative, and learners will
be encouraged to respond to the topics and texts, rather than to
isolated phonemes and morphemes.
How this works
Whereas traditional syllabuses select language items solely on the
basis of linguistic criteria, a holistic syllabus will select the items the
learner needs to know in order to get things done, i.e., to complete
the task.
Language errors are repaired by the teacher or the class while the
students are on the task. Thus grammar is taught reactively, rather
than pre-emptively. Such approaches of course throw up their own
problems, such as of how to order the tasks and of how to choose the
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LINGUA, LETTERATURA E CULTURA IN UNA
DIMENSIONE EUROPEA – AREA LINGUE STRANIERE
task which learners need. However, adherents of this approach would
argue that a focus on function, fluency and use is still more like how
learners experience the language outside the classroom, than a focus
on form, accuracy and analysis.
A comparison of traditional and holistic approaches
Traditional
Holistic
Focus on language as a
sequence of grammatical Focus is on communication.
patterns.
Selects language items
on basis of complexity of
linguistic criteria.
Selects on the basis of what language items
the learner needs to know
Language used tends to
be more formal and
bookish
Genuine everyday language is emphasised.
Aim is to have students
produce formally correct
sentences.
Aim is to have students communicate
effectively in order to complete the task.
Reading and writing are
emphasised.
Speaking is given at least as much time as
reading and writing.
Tends to be teachercentred.
Tends to be student-centred.
Focus is on the form of
expression rather than
the content.
Resembles the natural language learning
process by concentrating on the content /
meaning of the expression rather than the
form.
(Adapted from 'The Learner-Centred Curriculum' David Nunan. CUP 1988.)
Summary
Nowadays, many coursebooks opt for a more mixed approach. If you
are interested in finding out more about the thinking behind the
course book syllabus that you are using, it can be very helpful to read
the introduction to the teacher's book, which accompanies your
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LINGUA, LETTERATURA E CULTURA IN UNA
DIMENSIONE EUROPEA – AREA LINGUE STRANIERE
coursebook. This usually reveals the coursebook writer's
methodology, selection criteria, and approach to grammar and
vocabulary. As a teacher, it is very useful to know the ideas behind a
particular sequence of exercises or tasks, as this can help you to
judge whether or not such an approach is suited to your students'
needs.
Further reading
'Course Design' by Dubin and Olshtain. CUP 1986
'The Learner-Centred Curriculum' by David Nunan. CUP 1988
'Language Teaching Methodology' by David Nunan.
Vanessa Steele
Source:
http://www.teachingenglish.org.uk/articles/which-syllabus-traditional-holistic-syllabus
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