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Three Approaches to Task‐Based Syllabus Design
Author(s) -
LONG MICHAEL H.,
CROOKES GRAHAM
Publication year - 1992
Publication title -
tesol quarterly
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.737
H-Index - 91
eISSN - 1545-7249
pISSN - 0039-8322
DOI - 10.2307/3587368
Subject(s) - syllabus , task (project management) , mathematics education , computer science , psychology , linguistics , natural language processing , sociology , engineering , philosophy , systems engineering
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.