Podcast
Questions and Answers
What is a defining characteristic of Type A syllabi?
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?
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?
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?
According to Long and Crookes, which statement is true about Type B syllabi?
What is a primary focus of Type A syllabi as defined by Ellis (2005)?
What is a primary focus of Type A syllabi as defined by Ellis (2005)?
Which of the following statements contrasts Type A and Type B syllabi?
Which of the following statements contrasts Type A and Type B syllabi?
What aspect of Type B syllabi is uniquely emphasized compared to Type A syllabi?
What aspect of Type B syllabi is uniquely emphasized compared to Type A syllabi?
Which of these characteristics is NOT associated with Type A syllabi?
Which of these characteristics is NOT associated with Type A syllabi?
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).
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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.
