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In:From Task-based Needs Analysis to Task and Syllabus Design: Insights from across educational contexts
Edited by Roger Gilabert and Aleksandra Malicka
[Task-Based Language Teaching 20] 2026
► pp. 197–222

Chapter 8
From needs to tasks

A research-informed five-stage framework for task-based syllabus development

 | Michigan State University
 | Michigan State University
 | University of Alabama
This content is being prepared for publication; it may be subject to changes.
Abstract
A task-based needs analysis (TBNA) is essential for developing task-based language syllabi. Whereas prior studies have partially explored how language learners’ needs inform syllabus design, few studies have detailed how needs analyses guide the development of comprehensive TBLT programs. This chapter outlines a stepwise procedure guided by research and practice to design a two-semester task-based English for Specific purposes Course for EFL learners in China. Using questionnaires, interviews, and focus groups, we identified 41 target tasks based on data from students, teachers, and domain experts. These tasks were sequenced based on complexity and thematic cohesion, forming a year-long syllabus. Emphasis is placed on task sequencing and criteria for transforming TBNA insights into coherent task-based syllabi.
Article outline
  • Introduction
  • Literature review
  • Context
  • From needs analysis to syllabus design
    • Step 1: Identifying target tasks through a Task-Based Needs Analysis
    • Step 2: Target task identification and selection in language use domains
    • Step 3: Task-based learning objective formulation
    • Step 4: Target task analysis based on task complexity
    • Step 5: Task sequencing
    • Personal domain task sequencing
      • From simple to +complex, and a standalone task
      • A meaningful sequence with input tasks preceding output tasks
      • Situational naturalness trumps complexity as guiding sequencing criterion
    • Professional domain task sequencing
      • Limitations of the task complexity criterion
      • The sales cycle as a guiding content principle
  • Conclusions and recommendations
  • Reflection questions
  • Author queries
  • Suggestions for further reading
  • References
References (40)
Suggestions for further reading
Malicka, A., Gilabert, R. G., & Norris, J. M. (2019). From needs analysis to task design: Insights from an English for specific purposes context. Language Teaching Research, 23(1), 78–106. Google Scholar logo with link to Google Scholar
Serafini, E. J., Lake, J. B., & Long, M. H. (2015). Needs analysis for specialized learner populations: Essential methodological improvements. English for Specific Purposes, 40, 11–26. Google Scholar logo with link to Google Scholar
Van Avermaet, P., & Gysen, S. (2006). From needs to tasks: Language learning needs in a task-based approach. In K. Van den Branden (Ed.), Task-based language education (pp. 17–46). Cambridge University Press. Google Scholar logo with link to Google Scholar
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