“…Early proposals concerning analytic, Type B, syllabuses (Macnamara, 1973;Newmark, 1964Newmark, , 1966Newmark & Reibel, 1968;Reibel, 1969) had little institutional backing and no accompanying teaching materials distributed by large commercial publishers, both factors which inhibit the spread of ideas in language teaching, good or bad (Richards, 1984). Not surprisingly, therefore, classroom implementation was initially small scale and the result of individual effort and imagination (All wright, 1976;Dakin, 1973;Newmark, 1971), with one larger institutionalised ("communicative" rather than truly task-based) project, the Malaysian Language Syllabus (Kementarian Pelajaran Malaysia, 1975; see Rodgers, 1984;Samah, 1984; Long & Crookes, to appear).…”