Functions of the Syllabus

The syllabus has several functions. The first function is to invite students to the course. By doing this, you can communicate the course objectives to the students and understand the contents of the course. The second function is to sign a contract between the teacher and the students - to record the expectations for the assignment and the grade assignment. The third function is to provide a reference to the guidance - resources that can be referenced by students and faculty, including courses and timetables of work time, and the rationale for pedagogy and course content.

Learning objectives Students participate in the course or leave the course. Why these goals are the most important skill / knowledge of the course (it may be useful if each topic / session includes goals)

Goal / Basic Principles How the course relates to the main concepts and principles of discipline (it applies to the whole field of knowledge). Types of knowledge and ability to be emphasized. How and why courses are organized in a specific order

Basic information Course name and number, time and place of meeting, name of instructor, contact address, working hours, information on education support staff

Course content Most include timetable, overview, meeting schedule and holidays, major topics and sub-themes

Student Responsibility Details and reasons such as assignment homework, project, quiz, examination, reading requirements, participation, deadline etc. Late arrivals, absenteeism, additional credits, etc.

Materials and access required text and reading materials, course package. How to obtain materials including related teaching methods Other materials such as study group

Does the preface clearly define the subject of the course or are raising questions about attracting students?

Does your syllabus prescribe preparation for writing and assignment: a meeting before the paper, review of the meeting with you or TF etc.

Is your syllabus consistent? - In the simplest sense, the syllabus is a "calendar", but there are also logic, sequence of parameters, or line of stories.

Is that logic and stories best conveyed by episodes (monthly or monthly a week)? Or should it be divided into 3 or 4 invoices? If so, can they be managed?

Does your syllabus constitute appropriate skills and abilities? Does it obviously stimulate the learning stage and learning outcomes?

Can assignment (reaction paper, exercise etc) acquire the final and rewarding skills of writing and other projects and exams?

Its emergence (Nunan: 1988; Richards: 2001) did not agree with Wilkins's view that the conceptual function syllabus method is analytical and synthetic. The reason is that the functional concept syllabus is about to replace the structural syllabus, but the type and content of the exercise that the student needs to master is exactly the same as the structure, so it is finally the same as the latter. However, in the syllabus, functional labels are attached to functional syllabus units (Nunan: 1988). In addition, it is worth noting that the syllabus of the nominal function remains the same as the structural syllabus. Because they can not shake off the necessity of language control and gradually accumulate (Richardz: 2001). Therefore, I agree with Nuna and Richards that the syllabus of the functional concept is not sufficiently different from the structural syllabus.

In this article we will examine the syllabus of the conceptual function. In the first part, the short part defines the term "syllabus" and then attempts to define the general meaning of the conceptual function syllabus. In Part 2 we will discuss the methods used in this syllabus and explain them. In Part 3 we will focus on the conceptual function syllabus, an important aspect of need analysis. In Part 4, we emphasize the pros and cons of this syllabus. In Part 5, we show how the conceptual function syllabus is influenced by language and learning theory. In the last part, I will explain the most appropriate guidance situation for this type of syllabus and some of its most important aspects.