Scribd
Upload
64 views1 page

Situational Syllabus Explained

A situational syllabus organizes language learning content according to real-life situations rather than grammar items or functions. It is based on the theory that language is a social process and best learned in context. A situational syllabus predicts situations learners are likely to encounter and teaches the language needed to function in those situations. While useful for ESP, situational syllabuses are critiqued for general English because language taught for one situation may not apply to others, and it is difficult to determine which situations are key for diverse general English learners in different locations.

Uploaded by

rayane.houchati
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
64 views1 page

Situational Syllabus Explained

A situational syllabus organizes language learning content according to real-life situations rather than grammar items or functions. It is based on the theory that language is a social process and best learned in context. A situational syllabus predicts situations learners are likely to encounter and teaches the language needed to function in those situations. While useful for ESP, situational syllabuses are critiqued for general English because language taught for one situation may not apply to others, and it is difficult to determine which situations are key for diverse general English learners in different locations.

Uploaded by

rayane.houchati
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
You are on page 1/ 1

4-The Situational Syllabus

4.1 Introduction
A situational syllabus is often known as one in which the contents are arranged according to the
situations in which certain language is likely to be employed. That is, the basic principle for the
organization of the contents is situation, instead of grammar items (Wilkins, 1976). A situational
syllabus makes it possible to select and sequence real-life situations rather than introducing
grammatical items, vocabulary topics, or functions. This kind of syllabus looks something like this: At
the bank- At the supermarket-At the hotel- At the library-At the dentist…etc.

4.2 Assumptions behind Situational Syllabuses

The theoretical assumption that governs situational syllabuses is attributed to the theory developed
by John Rupert Firth who believes that language is not only an abstract system of structures , but
also, a ‘ social process’, the meaning of language is determined by the context in which it occurs, and
language has the capacity to get things done.(Cited in Johnson,2008:179-180).In the same line of
thought Johnson (2008) states ‘language is best learned and remembered in when presented in
contextual setting’. As for Wilkins (1976:16) the argument behind the use of the situational syllabus is
rather direct. In spite of the fact that languages are usually seen as ‘general systems’, language is
always used in social context and cannot be comprehensible in isolation of that context. The
linguistic forms that we choose to communicate may be restrained to the characteristics of the social
situation in which we act, and in any case, language is required so that it can be used in the
encountered situations. Therefore, instead of guiding learning to the subject and its content, the
learner and his needs are the ones under focus. The situations in which the learner is likely to need
the language should be predicted, and then the language that he requires to perform linguistically in
those situations is presented and taught.

4.3 Critiques to Situational Syllabuses

It seems to be very attractive to organize teaching material by situation to meet the learners’ specific
communicative needs, since the syllabus designer will be able to define the situation, participants
supposed to take part, and the communicative goals with some certainty. ESP material, such as for
business or tourism students, can profitably be organized in such way. But situational syllabuses are
less convenient for students of general English mainly because it is not easy to guarantee that
language taught for one given situation will be useful for another one. In addition to that, selecting
which situations are ‘key’ ones for a given group of general English is problematic since it is up to
who the learners are (they are often different) and where the learning location is (Harmer,2001:298).

You might also like