The Structural Syllabus: The Golden-Egg- Laying Goose That Should Not Be Killed

Abstract

Upon a review of the past 5 decades of L2 instruction, the author argues that the structural syllabus need not be abandoned, in the light of valid criticisms stemming from both sociolinguistics and psycholinguistic principles. Particular interest is given to the currently popular task-based aspproach to language learning. In the place of the traditional structural syllabus, the author thus proposes a modern variation which he calls the task-supported structural syllabus. The second half of the paper outlines the major components of such a syllabus.