چکیده:
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 shortcomings 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 settings, the structural syllabus can serve these
classes better than other syllabus types. The structural syllabus 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 activities.
خلاصه ماشینی:
"49-50), the lexical items taught in a structural syllabus Lesson 1 Present Continuous, Statements and Questions Month of the Year ...................................................
The second argument in favor of formal grammar instruction comes from studies which suggest that adult L2 learners do not have complete access to the same acquisitional mechanisms as do children acquiring their L1.
Third, there are Ellis’s (1990, 1993) arguments, which maintain that formal grammar instruction works by developing explicit knowledge of grammatical features which, in turn, helps learners to acquire implicit knowledge.
One more argument to support grammar instruction comes from Celce-Murcia and Hilles (1988) who believe that ESL/EFL students need to know grammar because many of them are expected to take part in widely used international examinations such as the TOEFL and the IELTS.
By assuming that grammar should not abandon second/foreign language classes, we are in a better position to support the structural syllabus.
In Japan, for example, when EFL teaching commences in the first years of middle school, the primary goal is to master specific vocabulary items, translation skills, and grammar structures, which will be tested in the final years as part of an examination system determining entry into high schools.
Now taking these circumstances into consideration, we can cogently argue why grammar instruction should be an important component of the ELT curriculum in EFL settings, and this can be best achieved through the structural syllabus.
In my opinion, our so-called revisited structural syllabus for the EFL classrooms in Iran will work successfully through two task types: consciousness-raising activities and communicative activities."