Three Approaches to Task-based Syllabus Design

dc.contributor.author	Long, Michael H.
dc.contributor.author	Crookes, Graham
dc.contributor.department	University of Hawaii at Manoa. Department of English as a Second Language.
dc.date.accessioned	2015-12-15T00:51:23Z
dc.date.available	2015-12-15T00:51:23Z
dc.date.issued	1991
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.digitalorigin	reformatted digital
dc.format.extent	36 pages
dc.identifier.uri	http://hdl.handle.net/10125/38603
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

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