Three Approaches to Task-based Syllabus Design
Date
1991
Authors
Contributor
Advisor
Instructor
Depositor
Speaker
Researcher
Consultant
Interviewer
Narrator
Transcriber
Annotator
Journal Title
Journal ISSN
Volume Title
Publisher
Volume
Number/Issue
Starting Page
Ending Page
Alternative Title
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.
Description
Keywords
Citation
Extent
36 pages
Format
Geographic Location
Time Period
Related To
University of Hawai'i Working Papers in English as a Second Language 10(1)
Related To (URI)
Table of Contents
Rights
Rights Holder
Local Contexts
Collections
Email libraryada-l@lists.hawaii.edu if you need this content in ADA-compliant format.