Republic of the Philippines

BOHOL ISLAND STATE UNIVERSITY

Calape, Bohol

Jessa Aguilar Language Curriculum

Lelmae Joy Taghoy July 13, 2017

SITUATIONAL SYLLABUS

1. SITUATIONAL SYLLABUS
A situational syllabus is often defined as one in which the contents are organized
according to situations in which certain language is likely to be employed.
One in which the content of language teaching is a collection of real or imaginary
situations in which language occurs or is used. A situation usually involves several
participants who are engaged in some activity in a specific setting.

2. THEORITICAL ASSUMPTION
1. Language is always used in context, never in isolation and the choice of linguistic forms
are restricted by social situations. The situational syllabus is based on the communication
situations. It selects, organizes, and presents language items according to situations. For
instance: In the classroom, At the bank, At the airport.

3. CONTENTS
The content is specified and ordered in non-linguistic items (i.e. excluding
grammatical items, vocabulary topics or functions).
A collection of real or imaginary situations in which language occurs or is used.
Often takes the form of dialogues and memorize useful expressions and patterns.
The grammar and the vocabulary derived from the situations are not themselves
the driving force behind selection.

4. COMPONENTS
AIMS to prepare learners for future situations where they might use the language
OBJECTIVES to learn grammar, build vocabulary and develop four basic skills in
particular situations
NON-LANGUAGE OUTCOMES other reasons instead of knowledge 1.
Affective Cultivation e.g.: confidence, high motivation and interest 2. Learning
Strategy e.g.: cultural understanding, thinking skill and interpersonal skill
LEARNING CONTENTS Knowledge a collection of real or imaginary situations,
which are always chosen according to the following factors Communicative
needs Language items involved The learners interest Cultural differences
Topic those the students can talk about in a certain situation Language items
vocabulary or structure related to the communication in a situation Skill :
speaking, writing, listening
IMPLEMENTATION taking part in the activities, through o choral imitation, o
Elicitation (role play) o substitution drilling and o question-answer drilling, hence,
students grasp the basic principles to communicate in a situation
EVALUATION Oral or written test and performance (mastering some vocabulary
and structures, students get to communicate in different situations)
5. OBJECTIVES
concerned with what students are expected to learn
communicative competence
to teach the language that occurs in the situations

6. Procedure
1st Analyzing students needs
2nd Listing situations
3rd Analyzing and matching the situation with the daily life of students
4th Creating activities that the learner may carry out in different situations.
7. ELEMENTS IN A SITUATIONAL SYLLABUS
The physical context
The channel of communication
The language activity
The number and the character of participants
The relationship between the participants and the type of activity
8. ADVANTAGES
Motivating learners
Improving communicative competence
Enhancing inductive ability
9. DISADVANTAGES
Syllabus ca not include all the situations in the real life
Artificial dialogues can not be used in natural language
Grammar items and structures are not arranged in a systematic way