BIBLIOGRAPHY

Brown, (1988). Balancingthe Skills Equation. The Policy Press, University of Brisol. Consulted   on: https://books.google.co.cr/books?   id=zd41DwAAQBAJ&pg=PA72&lpg=PA72&dq=Brown,+1998+skills&source=bl&ots=weOkLJK   C8x&sig=FZwVJ-eb-bIG4qJrS1pEhx-57ao&hl=es-   419&sa=X&redir_esc=y#v=onepage&q=Brown%2C%201998%20skills&f=false

Laays, C., (2013). Syllabus, Second Unit. Consultedd       on:http://tics.uptc.edu.co/contenidos/fesad/C4/C4U2T1/c4_u2_t1.pdf

Res,J., (2013). Microteaching, an efficient technique for learning effective teaching. US National         Library of Medicine National Institutes of Health. Consulted     on: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3724377/

Richards, C. and Rodgers, S., (2014). Approaches and Methods in Language Teaching. Third         Edition.  Cambridge Univerrsity Press. 

 Consulted of: https://books.google.co.cr/books?   id=HrhkAwAAQBAJ&pg=PA34&lpg=PA34&dq=For+some+methods,+the+role+of+the+teacher+h   as+been+specified+in+detail.+Individualized+approaches+to+learning+define+roles+for+the+teach   er+that+create+specific+patterns+of+interaction+between+teacher+and+learners+in+the+classroom.  &source=bl&ots=_LaDzr5npb&sig=vbRsyopFKycRQvcHM5UBo113IMU&hl=es-   419&sa=X&redir_esc=y#v=onepage&q=For%20some%20methods%2C%20the%20role%20of%20t he%20teacher%20has%20been%20specified%20in%20detail.%20Individualized%20approaches%20 to%20learning%20define%20roles%20for%20the%20teacher%20that%20create%20specific%20patterns%20of%20interaction%20between%20teacher%20and%20learners%20in%20the%20classroom.&f=false

Sarmiento, P., (2016). SKILL BASED SYLLABUS DESIGN: LEARNING A FOREIGN   LANGUAGE IN ADULT LEARNERS. Corporación Universitaria Minuto de Dios Bachelor in   Foreign Language Teaching. Bogotá. Consulted   on:http://repository.uniminuto.edu:8080/xmlui/bitstream/handle/10656/4449/TEXT_SarmientoGonz   alezLadyPaola_2016.pdf?sequence=1

Tarey, R., (1988). Approaches to Foreign Language Syllabus Design.ED295460. Consulted   on: https://www.ericdigests.org/pre-928/design.htm

APPLICATION

Based on Laays, C., (2013):

Skill-based instruction is most appropriate when learners need specific skills, and especially when these skills are well-defined and the learners have little need for global language ability.

Skill-based instruction is probably more appropriate for adults that for children, for whom emphasis on concrete content is more appropriate.

Skill-based instruction is not appropriate, in large amount, at least, for general purpose or beginning level language programs in which the need of the learners are broad or yet to be defined.

POSITIVE AND NEGATIVE CHARACTERISTICS

Based on Sarmento, P. (2016):

POSITIVE CHARACTERISTICS OF  SKILL-BASED SYLLABUS

1. Skill-based content is most useful when learners need to master specific types of language uses.

2.  It is possible to predict at least what material that students really need.

3.  Relevance on student-felt needs or wants.

One important advantage of the task based syllabus is that students learn to carry out activities using the target language. Language teaching through task-based syllabus arises during the performance of a given task. 

NEGATIVE  CHARACTERISTICS OF  SKILL-BASED SYLLABUS

This syllabus may limit someone’s general language proficiency. Students often learn to perform tasks and language learning is less emphasized.

ACTIVITIES

Based on Brown, (1988), activities should be related to a specific skill, for example:

1) Reading skills: skimming and scanning

2)Writing skills: writing specific topic sentences, reports.

3) Speaking skills: giving instructions, personal information, asking for emergency help over the telephone

4) Listening skills: getting specific information, listening to foreign radio or TV for news, taking orders in the Shop, restaurant, Book store, etc

Activities:

Guessing vocabulary from context   

                               

Reading for the main idea            

Inference                                             

Summarizing readings                   

Dictionary work                               

Analysis of paragraph structure     

Using context clues                       

TEACHER & STUDENT´S ROLE

Teacher & Student´s role in Skill-based Syllabus

Based on Richards, C. and Rodgers, S., (2014): "For some methods, the role of the teacher has been specified in detail. Individualized approaches to learning define roles for the teacher that create specific patterns of interaction between teacher and learners in the classroom".

  Community Language Learning sees the teacher´s role as that of psycological counselor, the effectiveness of the techer´s role being a measure of counseling skills and attributes - warmth, sensitivity, and acceptance.

  The potential role relationships of learners and teacher are many and varied. They may be asymmetrical relationship, such as those of conductor to orchesta member, therapist to patient, coach to player. Some contemporary methodologies have sough to stablish more symmetrical kinds of learners – teacher relationship, such as friend to friend, colleague to colleague.

  The role of the teacher will ultimately reflect both the objectives of the method and the learning theory on which the method is predicated, since the success of a method may depend on the degree to which the teacher can provide acces to the learning process and content or create the conditions for succesful language learning.  

CONTENT

Skill-based syllabus

Content:
Based on Tarey, R., (1988): "The content of the skill-based language teaching is a collection of specific habilities that may play a part in using language". 

LANGUAGE PRINCIPLES

Language Principles

Based on Brown, (1998):

"The skills-based approach drew its theoretical roots from behavioral psychology and structural linguistics. Specifically, it is   based on the  following principles:

(a) The whole is equal to the sum of its parts

(b) There are differences between spoken and written         language

(c) Oral language acquisition precedes the development of literacy

(d) Language learning is teacher-directed and fact-oriented

(e) Student errors are just like ‘sins’ which should be eliminated at all cost

PURPOSE AND OBJECTIVES

PURPOSE AND OBJECTIVES:


PURPOSE

Based on Res, J., (2013): "Skill-based syllabus is to teach the specific language skill that    may be useful or necessary in using language".




OBJECTIVE


Based  on Railley, (1998): "The primary objective of a skill-based instruction is to teach a specific language skill, such as listening for gist using proper intonation contours, reading for the main idea, or using cohesive devises in writing".