Chronologically speaking, the view to syllabus design has been changed over the decades of development of the phenomenon of second language learning and teaching, as we go through from language centered methods to learner centered methods and to learning centered methods. An attempt was made in this paper to revisit the concept and the types of syllabus approaches in the realm of second language learning and teaching. Topics analyzed included, the definition of syllabus, the categorization of syllabi types, the introduction of an integrative approach to syllabus design and the presentation of the proposed model to syllabus design. In this paper, I focus on the traditional and critical approaches to syllabus design and introduce an integrative approach and finally I present the proposed model to teachers and syllabus designers to apply in practical contexts.
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