Critical Review of Approaches to Foreign Language Syllabus Design: Task-Based Syllabus (A Shortcut)

Abstract The syllabus which is the heart of any program in teaching and learning is classified according to the units of analysis in their designs in language courses (Long & Crooks, 1992; Rahimpour, 2010 , Dadashpour, 2011 ; Salimi & Dadashpour). These units of analysis are selected on the basis of the views on the nature of language and language learning ( Nunan, 1987 ). The main purpose of the present paper is to critically review all approaches to foreign language syllabus design with reference to problems regarding the syllabi in EFL contexts and also discussing the problems in relation to language pedagogy in EFL context. Having done this, the paper will offer task-based approach to language teaching and syllabus design as the solution to methodology and design problems in all EFL contexts. The paper carries significant theoretical and practical implications for syllabus and material developers, language teachers, educationalists, and teacher education. It is also of a particular relevance for foreign language education.

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