Baleghizadeh, Sasan (2004). The Structural Syllabus and Grammar Teaching: Implications for the EFL Classroom. , 11(1), 11-21.
Sasan Baleghizadeh. "The Structural Syllabus and Grammar Teaching: Implications for the EFL Classroom". , 11, 1, 2004, 11-21.
Baleghizadeh, Sasan (2004). 'The Structural Syllabus and Grammar Teaching: Implications for the EFL Classroom', , 11(1), pp. 11-21.
Baleghizadeh, Sasan The Structural Syllabus and Grammar Teaching: Implications for the EFL Classroom. , 2004; 11(1): 11-21.

The Structural Syllabus and Grammar Teaching: Implications for the EFL Classroom

The International Journal of Humanities
Article 2, Volume 11, Issue 1, 2004, Pages 11-21    PDF (5.84 M)
Author
Sasan Baleghizadeh*
Faculty of Foreign Languages, University of Tehran
Abstract
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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