A variety of units (e.g., word, structure, notion, function, and situation) are used in synthetic syllabi, but task has recently appeared as the unit of analysis in three primarily analytic, Type B alternatives: procedural, process, and task syllabi. Descriptions and limitations of each are presented. (138 references) (Author/LB)

In response to Long and Crookes, Willis argues authors misunderstand the lexical syllabus (LS) as realized in Willis and Willis (1988). Long/Crookes reply that their article stressed need for focus on form in task-based language teaching and that there is a vast difference between focus on form and focus on forms, which Willis's adherence to an LS…

An author, David Nunan, responds to a previous article that criticizes his advocacy of task-based syllabuses. Another author, Michael Long, points out inaccuracies in the criticism, and the author of the criticism, Ron Sheen, defends his earlier claim. (45 references) (JL)

An argument for the role of a structural syllabus as a means to promote "gradual mastery" of implicit second-language knowledge is refuted. The author responds with further discussion of the relationship between explicit and implicit knowledge. (Contains 13 references.) (LB)

It is argued that the frequent model shifts in the field of second- and foreign-language teaching have not resulted in significant progress in language teaching. Advocates of the new task-based syllabus must demonstrate its greater effectiveness over more conventional approaches. (Contains 84 references.) (Author/LB)

Focuses on the development of criteria for the design, implementation, and evaluation of English as a second language grammar teaching and learning tasks within the communicative curriculum by providing a working definition of grammar and drawing implications for task development. (Author/CB)

Presents results of an empirical study of the curriculum of the Teachers of English to Speakers of Other Languages (TESOL) methods course in the United States. Information is provided about the content of the TESOL methods course, its goals, requirements, instructional materials, and common problems, and the identification of possible avenues for…

Reports on characteristics of English-as-a-Second-Language (ESL) writing assignments in graduate business courses, and discusses the different types of writing assignments, vocabulary used to label the assignments, and the use of prompts to guide the writing assignments. Implications for ESL writing courses for nonnative speakers entering business…

Describes an experimental course in communication offered to nonnative English-speaking pharmacists at the University of Maryland and reports the results of an evaluation of the course. The course was team-taught by a pharmacist specializing in communication for pharmacists and by an English-as-a-second-language specialist. (Author/SED)