Task Criteria and Activity Differentiation in EFL Coursebooks

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説明

A deeper understanding of tasks and how they differ from activities facilitates adaptation of General English (GE) coursebook materials for EFL learners. This paper argues that certain "tasks" in coursebooks that advertise task-based lessons do not always meet the explanations of researchers on the matter. By way of synthesis, Ellis (2003) considers nine researchers' definitions of language tasks in order to formulate six criteria of tasks, and this is utilized in conjunction with Littlejohn's (1998) framework for coursebook analysis. This analysis finds that listening "tasks" in Interchange (2005a), an EFL coursebook that advertises Task-Based Learning (TBL) listening, fall short of Ellis's criteria. This paper further proposes methods of altering activities towards the concept of tasks to guide instructors in the adaptation of EFL materials.

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詳細情報 詳細情報について

  • CRID
    1571980077778074368
  • NII論文ID
    110009494188
  • NII書誌ID
    AA11319906
  • ISSN
    13443984
  • 本文言語コード
    en
  • データソース種別
    • CiNii Articles

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