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International Journal of English Language Education

An Analysis of the Task-Based Syllabus

Simon James Nicholson
Assistant Professor, Foreign Languages Education Center Hankuk University of Foreign Studies 89 Wangsan-ri, Mohyeon-myeon, Choin-gu, Yongin-si, Gyeonggi-do, South Korea
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.
Keywords :
Task-Based Syllabus, Tasks, Comprehensible Input, Negotiation of Meaning, Motivation, Learner Individuality, Communicative Competence, Fossilization

Date Deposited : 28 Apr 2014 11:02

Last Modified : 28 Apr 2014 11:02

Official URL: http://www.macrothink.org/journal/index.php/ijele/article/view/5348/4290

Volume 2, Number 1, - 2014 , ISSN 2325-0887

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