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This article provides an account of an example of curriculum development over a 10-year period. Motivated by a belief in the value of comprehensible input, the purposeful teaching of language in a context and the need for a variety of text types linked to the development of interpersonal skills, the authors have devised a model for task-based curriculum design and, together with many of their colleagues, have implemented and evaluated it on two occasions. The use of diaries and questionnaires on the first occasion enabled a number of lessons to be learned and these helped considerably in creating a second application where the testimony of the student population through a detailed questionnaire shows the success of the operation.
Towell et al. (Fri,) studied this question.