A product-oriented syllabus focuses on things learnt at the end of the learning process (outcomes) rather than the process itself. It can be compared with a process-oriented syllabus, which focuses on the processes of learning. Many people have questioned the validity of separating syllabi into process- and product-oriented and argue that most syllabi are, and must be, a combination of processes and outcomes.

Example
Grammatical, functional and lexical syllabi are product-oriented as they focus on grammatical, functional and lexical outcomes.

In the classroom
Learners working with a product-oriented syllabus can be supported with other approaches and techniques. For example, teachers can incorporate elements of learner training and development from learner-centred syllabi, or use activities from process-oriented syllabi such as task-based learning.

See also:
https://www.teachingenglish.org.uk/article/process-oriented-syllabus

Further links:
https://www.teachingenglish.org.uk/article/syllabus-writing
https://www.teachingenglish.org.uk/article/which-syllabus-traditional-holistic-syllabus

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