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Differences Between Syllabus Design and Methodology

There are two views on the differences between syllabus design and methodology: Widdowson's view differentiates between the syllabus as a product and methodology as the process, while Breen views methodology itself as the syllabus. When grading tasks, demands on learners should consider receptive skills like listening and reading as well as productive skills and macro skills, and materials should be authentic examples found in daily life. Determining the difficulty of tasks involves considering the linguistic structure, cognitive demands, performance demands, and type of verbal or physical response required like comprehension, production, or interaction.

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Enamul Chowdhury
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560 views1 page

Differences Between Syllabus Design and Methodology

There are two views on the differences between syllabus design and methodology: Widdowson's view differentiates between the syllabus as a product and methodology as the process, while Breen views methodology itself as the syllabus. When grading tasks, demands on learners should consider receptive skills like listening and reading as well as productive skills and macro skills, and materials should be authentic examples found in daily life. Determining the difficulty of tasks involves considering the linguistic structure, cognitive demands, performance demands, and type of verbal or physical response required like comprehension, production, or interaction.

Uploaded by

Enamul Chowdhury
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Differences between syllabus design and methodology:

Two views:

Widdowson’s view: differentiated (product: syllabus and process: methodology)

Breen’s View: he called methodology (process) to be syllabus

Principles of grading tasks:

Demands of learners: receptive skills, productive skills, macro skills

Communicative language requires authentic materials: materials found in daily

Criteria for judging difficulty of tasks or materials (reading, 4 skills):

i) linguistic structure
ii) cognitive demand: psychological effect of language
iii) and performance demand: speech acts (raise your voice)

type of response: verbal and non-verbal (physical): comprehension (listening and reading)/production
(writing and speaking): Interaction (requires both comprehension and production)

determining the difficulty of text:

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