Structural syllabus 1)?Influenced by structural linguistics, it is a grammar oriented syllabus based on a selection of language items and structures. The vocabulary and grammatical rules included in the teaching materials are carefully ordered according to factors such as frequency, complexity and usefulness. 受到結構主義語言學的影響，結構教學大綱主要以語法教學為導向，以語言結構為基礎。大 綱編寫者參考結構的使用頻率、復雜程度和有用程度等因素精心安排大綱中出現(xiàn)的詞匯和語 法規(guī)則在教學中的先后順序。 ?? ?? The underlying assumption behind grammatical syllabuses is that language is a system which consists of a set of grammatical rules; learning language means learning these rules and then applying them to practical language use. The syllabus input is selected and graded according to grammatical notions of simplicity and complexity. These syllabuses introduce one item at a time and require mastery of that item before moving on to the next. 語法大綱潛在的理念是把語言看作一系列由語法規(guī)則組成的體系;學習語言就要學習這些規(guī) 則并且把這些規(guī)則應用到實際語言運用中。大綱是根據(jù)語法規(guī)則的難易度來結構的。這類大 綱每一單位課時介紹一個語言點，并且要求在學習下一個語言點之前要完全掌握前面的知識 點。 ?? Advantage: it has been used for many years and still dominates some language programmes, including most of the foreign language courses in China. ?? Drawback: the major drawback is that it concentrates only on the grammatical forms and the meaning of individual words, whereas the meaning of the whole sentence is thought to be self-evident, whatever its context may be. Students are not taught how to use these sentences appropriately in real situations. As a result, students trained by a structural syllabus often prove to be communicatively incompetent. 主要的不足在于這種大綱只關注語法結構和單個詞語的意義，而認為長句的意義是顯而易見 所以無需講解的，而且對句子意義的解釋不考慮語境的因素。學生沒有學會在真實的語境下