Procedural Syllabus and Task-based Syllabus in Language Teaching

 The task-based approach has become one of the most influential paradigms in contemporary foreign language education, reflecting a shift in the theoretical principles that guide teaching and learning processes. This approach emphasizes the use of language in real-life communication contexts, promoting the development of language skills through authentic tasks that mimic real-world situations. Unlike traditional teaching methods, which often focus on rote memorization of grammar and vocabulary, task-based learning integrates language use into meaningful activities, fostering communication, understanding, and the practical application of language.

A task, within this context, is defined as a linguistic activity designed to replicate real-life communication processes. Its purpose is not only to exchange information—such as emotions, ideas, or opinions—but also to create and share meaning with the aim of achieving mutual understanding. Through such tasks, students have the opportunity to transfer language use from the classroom to real-world contexts, engaging in authentic linguistic performances. This approach encourages learners to take greater responsibility for their learning, as they are required to understand, manipulate, and produce language in a way that supports communication and mutual comprehension.

Breen (1987) defines a task as a structured language-learning endeavor with a clear objective, appropriate content, and a defined procedure, resulting in various outcomes for participants. These tasks range from simple exercises to more complex activities such as problem-solving or simulations. By using tasks, educators can design language lessons that offer students a systematic means of engaging with the language, allowing for both comprehension and production opportunities. This not only supports learners' language development but also encourages them to reflect on their use of language, enhancing their metacognitive skills.

The task-based approach is underpinned by two key hypotheses in second language acquisition (SLA): Krashen’s Input Hypothesis and Swain’s Output Hypothesis. According to Krashen (1985), comprehensible input is essential for language learning, providing students with the necessary linguistic exposure to acquire language naturally. Swain (1985) adds that language production—articulating ideas in speech or writing—also plays a critical role in language development, as it forces learners to process and apply new linguistic structures. In the task-based classroom, these processes are facilitated through tasks that prompt learners to negotiate meaning and produce language, fostering linguistic growth.

One of the pioneers of task-based language teaching, N.S. Prabhu, introduced the concept of a procedural syllabus through his work in India. This syllabus emphasizes a sequence of tasks rather than a fixed set of linguistic forms to be mastered. Prabhu (1983) argued that language learning is most effectively supported through a procedural approach that lists the types of tasks to be performed in the classroom, organizing them by complexity. This contrasts with traditional syllabuses, which typically prioritize the teaching of specific vocabulary and grammatical structures.

Prabhu’s classification of tasks into three categories—information-gap, opinion-gap, and reasoning-gap activities—provides a useful framework for understanding the variety of tasks that can be used in task-based teaching. Information-gap activities involve transferring information between participants, such as sharing incomplete pictures or completing a puzzle. Opinion-gap tasks require students to express personal preferences or opinions, such as completing a story or discussing a social issue. Reasoning-gap tasks involve drawing inferences or making decisions based on available information, such as planning the best course of action in a given situation.

The procedural syllabus, according to Prabhu, includes two stages: the pre-task and the task. The pre-task phase introduces the topic, activates prior knowledge, and prepares students for the task at hand. In this phase, the teacher guides the class, scaffolding the learning process and ensuring that students are equipped to engage with the task. In the main task phase, students independently work to complete the task, applying their cognitive and linguistic skills to achieve a specific outcome. The teacher’s role shifts to that of a facilitator, supporting students as they navigate the task.

Prabhu’s procedural approach views tasks as cognitive processes that are guided by the teacher, with the aim of focusing students’ attention on meaning rather than form. In his view, tasks engage students in both conscious and subconscious cognitive processes, enabling them to internalize language structures through the process of negotiating meaning. This aligns with the idea that language learning is an active, dynamic process that involves both mental effort and social interaction (Prabhu, 1987).

In contrast to procedural syllabuses, task-based syllabuses, as described by David Nunan (1989), prioritize tasks that focus on meaning and communicative competence. Nunan defines a pedagogical task as a piece of classroom work that requires students to manipulate, comprehend, produce, or interact in the target language, with an emphasis on conveying meaning rather than focusing on grammatical form. The task should be complete in itself, with a clear beginning, middle, and end, and should allow students to express themselves in meaningful ways.

Task-based syllabuses encourage students to engage in real communication, which is essential for language acquisition. According to Willis (1996), language learning occurs most effectively when four key conditions are met: exposure to rich, comprehensible input; opportunities for real use of language; motivation to engage with language tasks; and a focus on language form to prevent fossilization and promote accuracy. These conditions ensure that students are able to develop both their linguistic abilities and their capacity for effective communication.

A task-based syllabus organizes language courses around units that connect classroom activities with real-world tasks. Littlewood (2004) explains that these units link pedagogical tasks (classroom activities) with target tasks (real-world tasks), providing learners with the opportunity to practice language in both controlled and communicative contexts. The real-world tasks require learners to use language as a tool to accomplish practical objectives, such as buying a ticket, booking a hotel, or giving directions. The pedagogical tasks, on the other hand, focus on developing cognitive skills, such as analyzing information, making decisions, and solving problems.

Willis (1996) suggests a three-stage framework for task-based learning: the pre-task, task cycle, and language focus. The pre-task phase introduces the topic, activates prior knowledge, and prepares students for the task. The task cycle consists of three stages: task, planning, and report. During the task stage, students use their language skills to complete the task, with the teacher offering guidance and support as needed. In the planning stage, students reflect on their performance and share strategies for overcoming challenges. In the report stage, students present their results, receive feedback, and engage in peer evaluation. The language focus phase includes language analysis, where students examine the language forms used during the task, and practice, where they apply the language structures they have learned.

The pedagogical principles outlined by the Common European Framework of Reference for Languages (CEFR, 2001) emphasize the importance of balancing attention to meaning and form, fluency and accuracy, in the design of task-based syllabuses. This balance ensures that both communicative competence and linguistic accuracy are developed simultaneously, providing students with the tools they need to communicate effectively in the target language.

References

Breen, M. (1987). Learner contributions to task design. Language Teaching, 20(1), 23-46.

CEFR (Common European Framework of Reference for Languages). (2001). Common European framework of reference for languages: Learning, teaching, assessment. Cambridge University Press.

Krashen, S. D. (1985). The input hypothesis: Issues and implications. Longman.

Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge University Press.

Prabhu, N. S. (1983). Procedural syllabus and the teaching of English. In K. Johnson (Ed.), The communicative approach to language teaching (pp. 4-24). Oxford University Press.

Prabhu, N. S. (1987). Second language pedagogy. Oxford University Press.

Willis, J. (1996). A framework for task-based learning. Longman.