Product Oriented
syllabuses are those in which the focus is on the knowledge and skills that the
learner should gain as a result of the instructions that are given to the
learner. While Process-oriented syllabuses are those in which the focus is on
the process the learner experiences themselves.
Every syllabus is both
product-oriented as well as process- oriented. But the difference is created
because of the emphasis on any one of them while designing a syllabus. In a
product-oriented syllabus the emphasis is on the out-put; the concentration is
towards the goal. In a process- oriented syllabus, the emphasis is on the
process, the series of action is important. A syllabus is successful if it can
be implemented. This implementation is the process.
Synthetic Syllabus: Synthetic
syllabus is the one in which the different parts of language is taught
separately and step by step in additive fashion. So that the learner’s
acquisition face a process of gradual accumulation of parts until the whole
structure of the language has been built up. Grammatical criterions are used to
break the language into discrete units. These items are graded according to
their (1) grammatical contexts (2) fluency of occurrence (3) contrastive
difficulty in relation to L1 (4) situation need and (5) pedagogic convenience.
Some applied linguists assume that the synthetic syllabuses should not be
restricted to only grammatical syllabus rather it can be applied to any
syllabus whose content is product-oriented.
Analytic Syllabus:-
Analytic syllabus
is organized in terms of the purposes for which the learner is learning the
language and the kind of performance that are necessary to meet these purposes.
The starting point
for syllabus design is not the grammatical system of the language but the
communicative purpose for which language is used. The language and content are
drawn from the input and are selected and graded primarily according to what
the learner’s need to do the real world communicative task. In the task,
linguistic knowledge that is built through the unit is applied to the solving
of a communicative problem. The content in the analytic syllabus is defined in
terms of situation, topics, items and other academic or school subjects.
The distinction
between the synthetic and analytic syllabus is that the former views that
nature of learning is additive while later views that the nature of learning is
holistic (having regard to the whole of sth rather than just to parts of it.)