Considering the fact that the selection and ordering of what is to be taught are of great concern to teachers, a considerable number of syllabi have been proposed in the field of English Language Teaching (ELT) to give shape to instruction. These syllabi have been designed in terms of structures, notions, functions, topics, or tasks, to facilitate language learning. Traditional procedures for syllabus design primarily involved the selection and sequencing of integrated linguistic features like grammar and vocabulary as well as notions, functions, and topics. Nevertheless, these approaches to syllabus design were criticized for their failure to satisfy learners’ communicative needs, and also for misrepresenting the process of second language acquisition as linear (Baleghizadeh, 2008). It was not until recently that a range of alternative syllabi were devised, including procedural and task-based, whose focus was primarily on meaning, the learning process, and the learner. In fact, the task-based syllabus has been the latest attempt to tackle the process of language teaching and learning.

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