The Procedural Syllabus and the Task Syllabus: How Similar, How Different?

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Published: Oct 1, 2015
DOI: https://doi.org/10.19183/how.22.2.153
Keywords:
Procedural syllabus, task-based language teaching, task syllabus

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Sasan Baleghizadeh
Shahid Beheshti University, G.C.

Abstract

The present paper aims to convince readers that the terms procedural and task syllabuses, often used interchangeably and synonymously, are fundamentally different from each other. After reviewing the underlying principles of these two syllabuses, it is contended that they both view pedagogic tasks as the point of departure in designing second/foreign language courses. Besides, neither of them is built on any pre-specified linguistic units such as structures, functions, notions, etc. In spite of this striking similarity, it is argued that these two syllabus types differ from each other in terms of task selection, task gradation, task implementation, and input characteristics.

Article Details

How to Cite
Baleghizadeh, S. (2015). The Procedural Syllabus and the Task Syllabus: How Similar, How Different?. HOW, 22(2), 104–113. https://doi.org/10.19183/how.22.2.153
Issue
Vol. 22 No. 2: (October 2015/March 2016)
Section
Reflections and Revision of Themes

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Author Biography

Sasan Baleghizadeh, Shahid Beheshti University, G.C.

Sasan Baleghizadeh is an Associate Professor of TEFL at Shahid Beheshti University (G.C.) in Tehran, Iran, where he teaches courses in applied linguistics, syllabus design, and materials development. He is interested in investigating the role of interaction in English language teaching and issues related to materials development.
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