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‘Tasks’ appearing in primary school textbooks

‘Tasks’ appearing in primary school textbooks

 Yuko Goto Butler.
 2018.
 p. 285-296. English
TeachingGiáo trình.Tiểu học.Conceptualization.Primary school textbooks.
Tác giả CN Yuko Goto Butler.
Nhan đề ‘Tasks’ appearing in primary school textbooks / Yuko Goto Butler, Katherine I. Kang, Heejin Kim...
Thông tin xuất bản 2018.
Mô tả vật lý p. 285-296.
Tóm tắt The use of tasks has become increasingly popular in primary school English-as-a-foreign-language programmes. However, it remains unclear how appropriate the tasks introduced in textbooks are for young learners given their cognitive and linguistic developmental needs. To explore this issue, we analysed activities appearing in select government-approved textbooks (for grades 3–6) and teacher resource books in China and South Korea where task-based language teaching is being implemented by policy. We found that most activities would be classified as non-tasks according to the conceptualization of tasks in the field, but also that there were challenges in making such judgements due to some vagueness in these conceptualizations. Moreover, the tasks in the textbooks were differentiated across grade levels mainly through the manipulation of linguistic elements, but not of cognitive demands, resulting in fewer opportunities for meaningful target language use needed to stimulate children’s language development. We offer suggestions for task design and curriculum development.
Thuật ngữ chủ đề Teaching-English foreign language
Từ khóa tự do Giáo trình.
Từ khóa tự do Giáo trình.
Từ khóa tự do Tiểu học.
Từ khóa tự do Conceptualization.
Từ khóa tự do Primary school textbooks.
Tác giả(bs) CN Heejin Kim,
Tác giả(bs) CN Katherine I. Kang
Tác giả(bs) CN Yeting Liu.
Nguồn trích ELT Journal- Volume 72, Issue 3
MARC
Hiển thị đầy đủ trường & trường con
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300[1 0] |a p. 285-296.
520[ ] |a The use of tasks has become increasingly popular in primary school English-as-a-foreign-language programmes. However, it remains unclear how appropriate the tasks introduced in textbooks are for young learners given their cognitive and linguistic developmental needs. To explore this issue, we analysed activities appearing in select government-approved textbooks (for grades 3–6) and teacher resource books in China and South Korea where task-based language teaching is being implemented by policy. We found that most activities would be classified as non-tasks according to the conceptualization of tasks in the field, but also that there were challenges in making such judgements due to some vagueness in these conceptualizations. Moreover, the tasks in the textbooks were differentiated across grade levels mainly through the manipulation of linguistic elements, but not of cognitive demands, resulting in fewer opportunities for meaningful target language use needed to stimulate children’s language development. We offer suggestions for task design and curriculum development.
650[1 0] |a Teaching |x English foreign language
653[0 ] |a Giáo trình.
653[0 ] |a Giáo trình.
653[0 ] |a Tiểu học.
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653[0 ] |a Primary school textbooks.
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700[0 ] |a Katherine I. Kang
700[0 ] |a Yeting Liu.
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