Three Approaches to Task-Based Syllabus Design

Abstract

Choice of the unit of analysis in syllabus design is crucial for all aspects of a language teaching program. A variety of units, including word, structure, notion, function, topic, and situation, continue to be employed in synthetic, Type A, syllabuses. While each is relevant for analyses of the target language and its use, nativelike linguistic elements find little support as meaningful acquisition units from a language learner's perspective. Task has more recently appeared as the unit of analysis in three analytic, (primarily) Type B, alternatives: procedural, process, and task syllabuses. Each of these has certain limitations, too, but when the task syllabus is combined with a focus on form in task‐based language teaching, the task receives more support in second language acquisition (SLA) research as a viable unit around which to organize language teaching and learning opportunities.

The Procedural Syllabus and the Task Syllabus: How Similar, How Different?

“…Rather, it should be viewed as a living organism (Rutherford, 1987). This suggests a holistic approach to language teaching, which is manifested in recent proposals for task-based learning and task syllabuses (Ellis, 2003;Long & Crookes, 1992;Willis & Willis, 2007). Thus, dissatisfied with synthetic approaches, Long and Crookes, in a series of articles in the 1980s which resulted in their seminal paper, "Three approaches to task-based syllabus design" in 1992, laid the foundation for their task syllabus which views pedagogic tasks as the point of departure in the design process and as an appropriate tool in facilitating the teaching process.…”

“…In the late 1980s and early 1990s language teaching scholars (Long & Crookes, 1992;Nunan, 1988) began to question the efficiency of synthetic syllabuses which would break language into smaller units and then encourage learners to master it piece by piece. Wilkins (1976) originally defined this approach to language teaching as follows:…”

The Implications of Authenticity and Intensity in EFL Teaching: A Study of the Intensive-Year Programme at the College of Telecom and Electronics (CTE), in Saudi Arabia

“…Hence, students need more intensive linguistic inputs that include grammar forms, more authentic genres and lexical chunks to help them produce the language. Long and Crookes (1991), state that without such emphasising language forms in a task syllabus, students might fail to sustain their linguistic improvement.…”

The Impact of Different Types of Tasks (Structured and Unstructured) on the Production of Relative Clauses and Lexical Diversity of Iranian EFL University Students

“…As a result, the aim of teachers' lesson plan and designing different activities must rotate around these aspects to conduct the learners in the best way of language learning. According to many experts one of the major drawbacks of TBLT refers to sequencing and gradation of different tasks in the process of language presentation on the part of the teacher (Long and Crookes, 1992;Robinson, 2003Robinson, , 2006. According to Robinson (2003Robinson ( , 2006, more empirical research must be done to find those factors affecting different elements in task difficulty and gradation of different activities according to learners' needs, wants and situation in the course of language learning.…”