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Skill Based Syllabus is one of design Syllabus Process. Design mean concerned with
the selection, sequencing and justification of the content of the curriculum. Traditional
approaches to syllabus developed were concerned with selecting lists of linguistic features
such as grammar, pronunciation, and vocabulary as well as experiential content such as
topics and themes. These sequenced and integrated lists were then presented to the
methodologist, whose task it was to develop learning activities to facilitate the learning of
the prespecified content. In the last twenty years or so a range of alternative syllabus
models have been proposed, including a task-based approach. In this piece I want to look at
some of the elements that a Skill based syllabus designer needs to take into consideration
when he or she embraces a Skill task based approach to creating syllabuses and pedagogical
materials.
Before going to know about Skill based syllabus, The first lets to know about skill.
Generally, skill mean an ability to do an activity or job well. it involves someone who has
had special training and practicing to do it. So, what is the meaning skill in language
teaching? The term skill in language teaching is used as a specific way of using
language that combines structural and functional ability.
In skill-based syllabus, the content of the language teaching involves a collection of
particular skills that may play a role in using language. Relevance on student-felt needs or
wants is the advantage of the skill based syllabus because learners who know what they
need to do with the language generally show great acceptance of instruction that is clearly
directed toward their goals. on the other hand, there are many people argue that skill based
syllabus will limit people general language proficiency and some bad impact related to
social value that Skill based instruction that is too limited in scope can program students for
particular kinds of or isolated them from achievements and ambition that the competencies
do not prepare them. The primary purpose of skill-based instruction is to teach the specific
language skill that may be useful or necessary in using language. Skill-based syllabus
merge linguistic competencies (pronunciation, vocabulary, grammar and discourse)
together into generalized types of behavior such as listening to spoken language for the
main idea, writing well-formed paragraphs, delivering effective lectures and so forth.
There are four mode understanding the language :
Reading
Writing
Speaking
Listening
Reading skills
Writing skills
Speaking skills
giving instructions
personal information
Listening skills
language skill, such as listening for gist, using proper intonation contours, reading
for the main idea, or using cohesive devices in writing.
These specific skills are immersed with specific linguistic competencies, such as
pronunciation, vocabulary, grammar, and discourse
The skills-based approach drew its theoretical roots from behavioral psychology
and structural linguistics. Specifically, it is based on the following principles:
language;
The mastery of these skills are constantly measured using discrete- point tests
before learning a new one.
These involves learning the sub-skills that enable one to be proficient in each
skill. The ability to use language in specific ways is partially dependent on general
language ability, but partly based on experience and the need for specific skills.There are
some examples of the way to apply skill-based syllabus such as:
Guessing vocabulary
from context
Reading for the main idea
Inference
Summarizing readings
Dictionary work
More inference work
More statement
Analysis of paragraph structure
Using context clues
specifically. But other side said that this syllabus will limit some ones general
language proficiency.
THE APPLICATION
1. Skill-based instruction is most appropriate when learners need specific skills, and
especially when these skills are well-defined and the learners have little need for
global language ability.
2. Skill-based instruction is probably more appropriate for adults that for children, for
whom emphasis on concrete content is more appropriate.
3. Skill-based instruction is not appropriate, in large amount, at least, for general
purpose or beginning level language programs in which the need of the learners are
broad or yet to be defined.
4. In such case, focusing on narrow skill-based applications will take instructional time
away from content that is more likely to address their need for overall language
proficiency.