INTRODUCTION:
According to stern "Syllabus is a statement of the subject matter, topics or areas to be covered by the course leading to a particular examination".
Whatever the imperfections of Stern's definition, we believe that it gives us something valuable to build on. The use of three terms, subject matter, topics and areas, gives the definition sufficient flexibility to cover different kinds of syllabuses. The terms syllabus and curriculum are often confused or used very loosely. In fact, it is not unusual to find them used more or less as synonyms. - Especially in informal situations. To avoid possible confusion, we shall quote from Brumfit. As he makes a useful distinction between the tow terms:
"I would wish to restrict the term syllabus to what is the responsibility of a language teacher, with curriculum implying the total provision within a school".
There are types of syllabuses. Structural syllabus is a list of sequenced grammatical items. And a functional syllabus is a sequenced list of the purposes for which language is used. . There are other types too. Fixed syllabus is a kind of syllabus that has been arranged in all details before the course begins. Teachers and students are constantly aware of what has to be covered for assessment purposes, and any deviation or change is usually viewed as the waste of precious time. A negotiable syllabus is one that is made up by teachers and students as they go along. A free syllabus in its extreme form is the lack of a syllabus. All learning and teaching takes place on an ad hoc basis. :STATEMENT OF RESEARCH QUESTION:
Syllabus is a roadmap for teachers and students. Design an evaluation criterion and evaluate the present syllabus of English of the level you are teaching at keeping in view the needs of the students. Share your evaluation and suggestions in the form of a brief report. Attach evaluation criteria and content list of the book with the assignment.
SAMPLINGI took the syllabus of English of I.Com classes of Gujranwala board to 9
Evaluation Criterion:
I evaluated that syllabus of English Language on 3 bases,
1. Need of the students.2. situation3. Language skills.
FIELD WORK
I interviewed some ex. students of this course to know that their views about their studies and to check whether they have learnt some language or achieved what they should have. And then according to my criterion which is need and skills based I examined the syllabus to know its merits and demerits. I examined the class rooms which were full of students there were no A V aid or language Labs. To develop their language skills.
FINDINGS:
I have found that this syllabus of I.Com is not according to the needs of students. If the students are going to study further they need to improve their receptive skills to learn which are listening, and Reading. This syllabus improves very much the Reading skills but not listening skills. And if the students decided to abandoned their studies after completing I.com then too it lack in training their speaking skills to prove themselves knower of English language. According to skills development it proves complete failure because there is no balance development of four skills in it. It focused upon only on reading and writing. It is structural syllabus not functional. Students did not know how to use their vocabulary in different situations. In fact syllabus designers set this syllabus as knowledge not as skills. The class rooms are full of students. 60 plus students in each section. No AV aids are available. No language lab or time for practice due to huge and bulky knowl edge based syllabus.
CAUSES:
Syllabus is not designed according to the needs of the students and it is not prepared by Linguists. There is no balance in language skills, no motivation for using those skills. Language is not taken even as a skill but as a bundle of knowledge. Huge language material lacks the vital time for any practice which is necessary for any skill. Teachers and students spend much of their time to cover that bulky syllabus and they have no time for using that material for practical purposes. It is information based syllabus students try to cover more and more information but lacks in taking this as a useful kind of something. No language labs. No A V aids also participated in their failure to grasp those skills. In that atmosphere student are bound to study English as they study history.
RECOMMENDATIONS:
Syllabus should be according the needs of students. English should be taught as a skill not as knowledgeFunctional syllabus should be implemented at this level so that student can be able to use their skillIt is a skill so appropriate time should be given for language practice.Syllabus should be small so the teacher can be able to strengthen student's skills and student can be able to practice their learnt skills.Practical should be introduced. Especially for listening and speaking. And appropriate numbers should be adjusted for those practical.
Appropriate and duly learnt teachers should be appointed for English Language teaching.
If possible government should provide the A.V aid facilities for language class rooms.
BIBLIOGRAPHY:
EFL in the Class room 1 AIOUEFL in the Class room 2 AIOUThe language skills.1 TEFL AIOUThe language skills. 2 TEFL AIOUTeaching of English, text book of M. ED
iAutoblog the premier autoblogger software
No comments:
Post a Comment