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

Abstract

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.