Syllabus Analysis In the given chapter (Journeys, pg 38), a process-oriented approach to syllabus is utilized. This approach makes use of the process of teaching to yield the desired outcomes. Different types of process-oriented syllabi utilize content-based, skill-based or task-based approaches to achieve the desired outcomes of pedagogical activities. In the chapter chosen for this work, the approach is based on tasks, which is designed to according to the needs of the learners (Falla et al, 2011). These meaningful tasks present complex challenges to the learners and during the process of performing tasks allow the learners an opportunity to learn what is important for them while learning the desired language.
Taking a closer look at the design of the chapter reveals that although the prime objective of the chapter appears to be the solution of tasks that are embedded within the chapter; the reality is different. The chapter in fact works to improve the competence of English language by adopting an approach that utilizes the process of performance of tasks to achieve its objectives. The activities of the chapter are designed to expose the learners to certain linguistic requirements that are mandatory for the completion of the chapter. The students attempt to fulfill the linguistic requirements while attempting to solve the questions; so the questions indirectly work to stimulate the language learning capabilities of students. As the chapter progresses, the complexity of process also increases. Thus, a growing learning curve is achieved throughout the course of the chapter.
An additional aspect is the manner in which this process is designed. The learners are required to go through the process in a collective manner ensuring maximum collaboration during the learning process. Since language is a medium through which thoughts are conveyed from one person to the other, this approach is essential to make the process designed in this chapter more realistic and practical. Hence, by performing
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