An Analysis of the Task-Based Syllabus

Abstract

The task-based syllabus is the best model for providing a flexible framework for the promotion of L2 and the communicative use of language while recognizing the individuality of the learner. It provides opportunities for the real use of language while tasks relevant to learners needs and interests intrinsically motivate learners. This paper examines the theories that have influenced the task-based syllabus and looks at both its strength and weaknesses, identifying language learning contexts where it is best suited while showing that it is in-line with SLA research findings that propose that language learners do not acquire language one form at a time but rather through more complicated cognitive processes.