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.
This work is licensed under a Creative Commons Attribution 3.0 License.
To make sure that you can receive messages from us, please add the 'macrothink.org' domain to your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.
Copyright © Macrothink InstituteISSN 1948-5476