Volume 11, Issue 1 (2004)                   EIJH 2004, 11(1): 11-21 | Back to browse issues page

‎ 20.1001.1.25382640.2004.11.1.3.7

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Baleghizadeh S. The Structural Syllabus and Grammar Teaching: Implications for the EFL Classroom. EIJH 2004; 11 (1) :11-21
URL: http://eijh.modares.ac.ir/article-27-4761-en.html
The Structural Syllabus and Grammar Teaching: Implications for the EFL Classroom
Sasan Baleghizadeh
Faculty of Foreign Languages, University of Tehran
Abstract:   (7564 Views)
This paper examines the role of the structural syllabus in EFL settings, particularly EFL classes in Iran. The paper starts with an overview of what the structural syllabus is. Afterwards, the shortcom-ings of the structural syllabus are reviewed. Next the role of formal grammar instruction is discussed in depth. Finally it is suggested that because of the crucial role that grammar instruction plays in EFL set-tings, the structural syllabus can serve these classes better than other syllabus types. The structural syl-labus advocated in this paper has two qualities. First, it is compatible with learners’ internal syllabus. Second, it benefits from innovative tasks such as consciousness-raising activities and communicative ac-tivities.
Keywords: Structural Syllabus, Teaching English as a Foreign Language, Consciousness Raising
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Received: 2010/06/15 | Accepted: 2003/06/15 | Published: 2010/06/15
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