SYLLABUS AND CURRICULUM DESIGN FOR SECOND LANGUAGE TEACHING
Keywords:
second language teaching, curriculum design, syllabus design, structural syllabus, task-based language teaching, communicative approach, needs analysis, CEFR, hybrid model, language educationAbstract
This article analyzes the theoretical and practical foundations of curriculum and syllabus design in second language teaching. It examines six major syllabus types — structural, notional-functional, situational, skill-based, task-based, and content-based — discussing their differences, advantages, and limitations. The study also compares product-oriented and process-oriented approaches, and highlights needs analysis as the cornerstone of effective curriculum development. Furthermore, the role of the Common European Framework of Reference for Languages (CEFR) in modern syllabus design is evaluated. The article concludes that no single universal model exists, and that a hybrid or balanced approach remains the most practical solution across diverse educational contexts.
