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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. 251–278

Chapter 10
“Are you being served?”

Syllabus and task design for language training in the tourism sector

 | University of Glasgow
 | York Associates
 | University of Wales Trinity Saint David
This content is being prepared for publication; it may be subject to changes.
Abstract
This chapter focuses on the transfer from needs analysis to syllabus and task design within the context of vocational training in the tourism sector. We consider theoretical issues around this and argue for a clearer distinction between syllabus and unit design processes. We discuss our needs analysis, our overall syllabus design, and the design of individual units conducted by partners with varying TBLT expertise. We assess the extent to which the partners’ designs incorporated data from the needs analysis, were informed by TBLT theory, or were influenced by other teaching practices and beliefs. We conclude by addressing the challenges encountered when collaborating with partners with varying TBLT expertise, framing the discussion within the broader scope of teacher education in task-based approaches.
Article outline
  • Introduction
  • Theoretical issues relating to task-based syllabus and task design
    • “Molar” vs. “molecular” syllabus design
    • Syllabus design at the molar level
    • Theories and beliefs informing molecular unit design
    • The study
  • Methodology
    • Context
    • Instruments
    • Participants
  • Findings
    • Identifying the target sector
    • Molar design (1): Selecting a shortlist of target tasks
    • Molar design (2): Sequencing the shortlist
    • Molecular design (1): The model task-based unit
    • Molecular design (2): The partners’ units
  • Conclusion
  • Reflection questions
  • Author queries
  • Suggestions for further reading
  • References
References (39)
Suggestions for further reading
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Long, M. H. (2020). Optimal input for language learning: Genuine, simplified, elaborated, or modified elaborated? Language Teaching, 53(2), 169–182. Google Scholar logo with link to Google Scholar
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