Introduction
This essay aims to compare the theoretical underpinnings of structural and communicative syllabuses within the context of Teaching English as a Foreign Language (TEFL). Both approaches have shaped language education, yet they differ fundamentally in their focus, principles, and pedagogical implications. While the structural syllabus prioritises linguistic forms and grammatical progression, the communicative syllabus emphasises language use in real-life contexts to foster interactional competence. This analysis will explore the theoretical foundations of each syllabus, highlighting their strengths and limitations, and will evaluate how these theories influence language teaching practices. By examining these differences, the essay seeks to provide a broad understanding of their relevance in contemporary TEFL settings.
Theoretical Foundations of the Structural Syllabus
The structural syllabus, also known as the grammatical syllabus, is rooted in behaviourist learning theories prominent in the mid-20th century. It operates on the assumption that language learning is a process of habit formation through repetition and reinforcement (Richards and Rodgers, 2014). Theoretically, this approach views language as a system of rules and structures that must be mastered sequentially, often starting with simple forms before progressing to complex ones. Grammar is central, and vocabulary is typically taught in relation to grammatical patterns. For instance, learners might first encounter present tense verbs before advancing to past or conditional forms.
A key strength of this theory lies in its systematic nature, providing clear, measurable objectives for both teachers and learners. However, critics argue it neglects meaning and context, treating language as a set of isolated components rather than a tool for communication (Wilkins, 1976). Indeed, learners following a structural syllabus may excel in grammatical accuracy but struggle to apply their knowledge in real-world interactions, as the focus remains on form over function. This limitation highlights a lack of alignment with the dynamic, interactive nature of language use.
Theoretical Foundations of the Communicative Syllabus
In contrast, the communicative syllabus is grounded in sociolinguistic and functional theories of language, particularly influenced by the work of Hymes (1972) on communicative competence. Emerging in the 1970s as a response to the shortcomings of structural approaches, this syllabus prioritises the ability to use language appropriately in diverse social contexts. It is based on the premise that language learning should focus on meaningful communication rather than mere grammatical correctness (Richards and Rodgers, 2014). Typically, this involves designing tasks and activities—such as role-plays or discussions—that mirror real-life language use.
Theoretically, the communicative syllabus draws on notions and functions, as proposed by Wilkins (1976), where language is taught through its practical applications, such as requesting, apologising, or describing. While this fosters fluency and cultural awareness, it may sometimes lack the structural rigour of its counterpart, potentially leaving learners with gaps in grammatical knowledge. Furthermore, assessing progress can be challenging due to the subjective nature of communicative competence. Nevertheless, its emphasis on interaction arguably aligns more closely with the needs of modern language learners.
Conclusion
In summary, the structural and communicative syllabuses reflect contrasting theoretical paradigms in language education. The structural syllabus, with its behaviourist roots, offers a systematic focus on linguistic forms but often overlooks meaning and context. Conversely, the communicative syllabus, informed by sociolinguistic theories, prioritises functional language use, though it may sacrifice some grammatical depth. These differences have profound implications for TEFL, influencing how educators balance accuracy with fluency in their teaching practices. Ultimately, an awareness of both theories enables practitioners to adopt a more flexible, integrated approach, addressing learners’ diverse needs in an increasingly interconnected world. As language education continues to evolve, understanding these theoretical foundations remains essential for effective pedagogy.
References
- Hymes, D. (1972) On Communicative Competence. In: Pride, J.B. and Holmes, J. (eds.) Sociolinguistics. Penguin.
- Richards, J.C. and Rodgers, T.S. (2014) Approaches and Methods in Language Teaching. 3rd ed. Cambridge University Press.
- Wilkins, D.A. (1976) Notional Syllabuses. Oxford University Press.
