Unlike the previous strategies, both of the above approaches are not aimed at grading the curriculum trying to find 'the most important' language to teach. They also make the classroom communication much more real. However, there is another extreme - almost no attention is paid to smaller elements of the language system as they are not considered to be essential for successful language acquisition. Thus, students are deprived of the knowledge of language resources they may need to employ to find a better solution to this or that language problem. Neither of the approaches is concerned with the content of the material used for teaching.
Language acquisition is the only purpose stated.
It does not lead us aside from the initial contradiction of education, nor, however, brings us closer to its resolution. Task Syllabus Despite the original emphasis on the process of performing the task rather than the result, the task syllabus often fails to be an alternative to functional-notional syllabus it tends to replace. Examples of tasks - painting a fence, dressing a child, filling out a form, buying a pair of shoes, making an airline reservation. It claims that classroom tasks are close to real world tasks. And even if students master to do hundred and one everyday thing, it does not prevent them from getting stuck on one hundred and the second.