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those goals. Next steps is listing the topics, topics are usually sequenced according to logical organisation from simple to complex or from concrete to more abstract
level. After that, stating the general purpose for teaching each topic is needed. Second, enumerate the important characteristics of the learners for whom the
instruction is to be designed. The information can be obtained from students’ cumulative record and from consultations with other teachers, students’ counsellors
and adviser. Third, specify the learning objectives to be achieved in terms of
measurable students’ behavioural outcomes. List the subject content that supports each objective is the fourth step. Continued with developing pre-
assessments to determine the students’ background and presenting the level knowledge about the topic as the fifth step and select the teachinglearning
activities and instructional resources that will treat the subject content so students will accomplish the objectives as the sixth step of Kemp’s models.
It is important to co-ordinate the support services as the seventh step and the last is evaluating of learners learning in terms of their
accomplishments of objectives, with a view to revising and revaluating any phases of the plan that need improvement.
2.1.1.2 Yaldens Model
Yalden suggests the design of a communicative syllabus that considers the communicative needs of the learning. It means the syllabus is designed for
describing a classroom as in real situation where the language is used. The principle, on which a syllabus is structured, is different from those to selecting
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the linguistic content to be included in it. The teacher has to ensure that the learners acquire the ability to communicate in a more appropriate and efficient
way 1987: 86.
Need survey
Description of purpose
Selection development
of syllabus type
Production of a porto
syllabus Production of
a pedagogical syllabus
Development and Implementation
of classroom
procedure
Evaluation
Figure 2.2: Yaldens Language Program Development 1983: 88
In order to understand the process of constructing this type of syllabus, it is best to start at the next level in the language learning teaching process, that is
by examining the overall process of planning a second-language program. Within this framework, the syllabus is seen as only one part of the whole, although a very
important one. Yalden suggests the eight stages of language program development,
namely; needs survey. It is taken to gather the learners’ needs, motivations and characteristics of learners in order to establish realistic and acceptable objectives.
Next, is description of purpose to be prepared in terms of student characteristics and student skills on entry to and on exit from the program. Selection or development of
syllabus type in terms of production of a porto syllabus and physical constraint on the program.
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The proto-syllabus description of language and language use to be covered in the program are the third and fourth stage which chain each other. The
pedagogical syllabus development of teaching, learning and testing approaches which include the development of teaching materials and development of testing
sequence and decision on testing instruments is considered as the fifth stage of Yalden’s.
The sixth stage contains development of classroom procedures as the first one which includes selection of exercise types, teaching techniques and preparation
of lesson plan and preparation of weekly schedules. The second one of the sixth stage is teacher training, that is briefing or workshops on principles, desired
outcome and exploitationcreating of teaching material. Evaluation which is undertaken in its learners, program and teaching is
important in Yalden’s. The last but not least is recycling stage in Yalden’s, those are congruence or “fit” between goals set and learners’ performance is determined,
content is reassessed and materials also methodological procedures are revised. According to her, to develop a syllabus we need to consider
components of communicative syllabus as follows: the purposes, the setting, the roles, the communicative events, the language functions, the notions, the skills
involved discourse and rhetorical skills, the varieties, the grammatical contents and the lexical contents that is needed.
The main point of Yalden’s model is the emphasis on needs’ analysis and develop of communicative syllabus. The developing of a communicative syllabus is
done step by step in order to get the appropriate material in the designed materials.
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The teacher is a guide of the teaching and learning process while learner needs, wants and desires are the focus of the models Yalden 1987: 89.
2.1.2 English for Specific Purposes ESP
