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Three Approaches to Task-based Syllabus Design
|Title:||Three Approaches to Task-based Syllabus Design|
|Authors:||Long, Michael H.|
|Contributors:||University of Hawaii at Manoa. Department of English as a Second Language. (department)|
|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, native-like 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 SLA research as a viable unit around which to organize language teaching and learning opportunities.|
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