Type A vs Type B Syllabi Quiz

Questions and Answers

What is a defining characteristic of Type A syllabi?

They allow for flexible learning objectives.

They emphasize negotiation between teachers and learners.

They are determined by authority and external to the learner. (correct)

They focus on the process of learning.

Which of the following best describes the objectives of Type B syllabi?

They are predefined before instruction starts.

They are determined solely by the instructor's authority.

They focus strictly on grammatical proficiency.

They are negotiated between teacher and learners after they meet. (correct)

How do Type A syllabi assess learner success?

In terms of achievement or mastery as defined by set objectives. (correct)

In relation to standardized tests.

Through ongoing feedback and learner participation.

By focusing on self-assessment and personal growth.

According to Long and Crookes, which statement is true about Type B syllabi?

They promote an internal learning focus and assess based on learner criteria. Signup and view all the answers

What is a primary focus of Type A syllabi as defined by Ellis (2005)?

Predefining the learning objectives in advance. Signup and view all the answers

Which of the following statements contrasts Type A and Type B syllabi?

Type A syllabi focus on predetermined learning goals, unlike Type B. Signup and view all the answers

What aspect of Type B syllabi is uniquely emphasized compared to Type A syllabi?

The individual learner's experiences and internal processes. Signup and view all the answers

Which of these characteristics is NOT associated with Type A syllabi?

Impacts of learner's prior knowledge. Signup and view all the answers

Study Notes

Type A Syllabus

Focuses on what is to be learned, specifically the second language (L2).
Involves preselection and predigestion of target language into manageable components.
Learning objectives are defined before considering learner characteristics or language acquisition methods.
Characteristics include being external to the learner, directed by others, and established by authority figures.
The language teacher acts as the primary decision-maker in the learning process.
Success and failure are determined by achievement or mastery outcomes.
Defined by Long and Crookes (1992) as a structured approach to syllabus design where objectives are predetermined.

Type B Syllabus

Emphasizes how the target language is learned rather than just the content being taught.
Lacks artificial preselection or rigid arrangement, allowing flexibility in content based on learners' needs.
Objectives emerge through negotiation between teachers and learners after initial interaction.
Characteristics include being internal to the language learner and highlighting the learning process over the subject matter.
Success is assessed based on individual learners' criteria rather than standardized metrics.
Suggests a more collaborative and adaptive approach to syllabus design, as outlined by Long and Crookes (1992).

Description

Test your knowledge on the differences between Type A and Type B syllabi as outlined by Long and Crookes. This quiz will help you understand the characteristics of Type A syllabi, including their learner-external focus and predetermined learning objectives. Explore how these approaches to language learning compare.