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1、Teachingoralcommunicationskillsinacademicsettings:Acasestudyintask-basedapproachtosyllabusdesignTeachingoralcommunicationskillsinacademicsettings:Acasestudyintask-basedapproachtosyllabusdesignMohammedK.AhmedInternationalUniversityofJapanAbstractThispaperdescribestheapplicationsofthetas
2、k-basedapproachtodesigningasyllabusforanoralcommunicationskillscourseinanacademicsetting.Itdiscussesthegoalsofthecoursewithintherelevantinstitutionalcontexts,outlinestheprinciplesofthetask-baseddesign,describesandclassifiesthetasks,andprovidesadescriptiveaccountoftheorganizationandsequ
3、encingofthetasksinthecourseschedule.Itarguesthatsuchanapproachhasmuchpotentialinsecondlanguagecurriculumdevelopment.1.INTRODUCTIONTask-basedsyllabusdesignhasinterestedsomeresearchersandcurriculumdevelopersinsecond/foreignlanguageinstructionsincethemid-1980s(Long1985;Breen1987;Prabhu198
4、7;Nunan1989),asaresultofwidespreadinterestinthefunctionalviewsoflanguageandcommunicativelanguageteaching.However,undertherubricoftask-basedinstruction,avarietyofapproachescanbefound,e.g.,"proceduralsyllabuses,""processsyllabuses,"and"task-basedlanguageteaching"(LongandCrookes1993).Atam
5、orefundamentallevel,theterm'task'itselfhasbeenacomplexconcept,definedandanalyzedfromvarious,sometimescritical,theoreticalandpedagogicalperspectives(Crookes1986;Duff1986;Foley1991;CrookesandGass1993a,b;Sheen1994;LantolfandAppel1994;Skehan1996).However,task-basedapproachesentailincommona
6、moreflexibleapproachinwhich"contentandtasksaredevelopedintandem"(Nunan1989:16).Fromacoursedesigner'spointofview,thenotionoftaskasthe"unitofanalysis"(Long1985)servesasastartingpointinsyllabusdesign,determiningneedsassessments,contentselection,learningexperiences,andevaluation(aspresente
7、dbyLong1985);itstillremainsthecrucialpointintask-basedapproachestosecondlanguageteaching.Inlinewiththisperspective,someearlierpapers(Ahmed1990,1991)ofmineappliedtheprinciplesofthetask-basedapproachtodesigningasyllabusforcasediscussionsasacomplextaskandexploredtheissueofcriterion-refe
