The Task-Based Syllabus: Promoting L2 Acquisition and Learner Empowerment in an EFL Classroom

The purpose of this paper is to illustrate how the Task-Based Syllabus (TBS) can be used to promote L2 acquisition and learner empowerment in an English as a Foreign Language (EFL) context. The paper begins by reviewing definitions of the Task-Based Syllabus as well as the term “task” in relation to the syllabus. It then examines influential theories, which have helped shape the Task-Based Syllabus before identifying its strengths and weaknesses in the classroom. The author then identifies ideal teaching situations for implementing a Task-Based Syllabus in order to encourage L2 acquisition and facilitate learner motivation and empowerment by promoting language learning strategy awareness.

The purpose of this paper is to illustrate how the Task-Based Syllabus (TBS) can be used to promote L2 acquisition and learner empowerment in an English as a Foreign Language (EFL) context. The paper begins by reviewing definitions of the Task-Based Syllabus as well as the term “task” in relation to the syllabus. It then examines influential theories, which have helped shape the Task-Based Syllabus before identifying its strengths and weaknesses in the classroom. The author then identifies ideal teaching situations for implementing a Task-Based Syllabus in order to encourage L2 acquisition and facilitate learner motivation and empowerment by promoting language learning strategy awareness.