Developing a Model for Designing a Task-based Language Syllabus for Hospitality Management Students

This study aimed to review theories and existing models for designing a task-based language syllabus; to design and validate a task-based language syllabus; and to propose a model for designing a task-based language syllabus. The social development theory of Vygotsky (1978, 1986; Lantolf, 2000) was reviewed to examine the role of language learning as a social practice. Selinker’s (1972) interlanguage theory was consulted to understand how and why L2 students express themselves in L1 language. Krashen’s (1981) second language acquisition theory was included to help explain the students’ second language acquisition inside the school or outside in the working place. Halliday’s (1985) functional and communicative views of language were also studied for the benefit of the proposed model. Various TBLT syllabus models by leading proponents were reviewed and considered. The participants were subjected to a needs analysis. Then, the research was processed by designing the proposed model syllabus and the learning material that goes with it. In the end, the proposed model was presented as the final output of the research. The study confirmed that a step-by-step and comprehensive procedure was necessary to develop a model for a task-based syllabus design. On the whole, the Manarpiis Model for Designing a Task-based Language Syllabus stands on solid theoretical foundations of communicative teaching that could answer the language learning needs of second language speakers. The overall rating of Excellent thereby shows the proposed syllabus fit as an acceptable model.