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Three Approaches to Task-based Syllabus Design

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dc.contributor.author Long, Michael H.
dc.contributor.author Crookes, Graham
dc.date.accessioned 2015-12-15T00:51:23Z
dc.date.available 2015-12-15T00:51:23Z
dc.date.issued 1991
dc.identifier.uri http://hdl.handle.net/10125/38603
dc.description.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.
dc.format.extent 36 pages
dc.language eng
dc.relation.ispartof University of Hawai'i Working Papers in English as a Second Language 10(1)
dc.title Three Approaches to Task-based Syllabus Design
dc.type Working Paper
dc.type.dcmi Text
dc.contributor.department University of Hawaii at Manoa. Department of English as a Second Language.
dc.format.digitalorigin reformatted digital
Appears in Collections: Working Papers


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