'Tasks' appearing in primary school textbooks.

Autor/inn/en	Goto Butler, Yuko; Kang, Katherine I.; Kim, Heejin; Liu, Yeting
Titel	'Tasks' appearing in primary school textbooks.
Quelle	In: ELT journal, 72 (2018) 3, S. 285-295 PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Abbildungen 8; Anmerkungen 1; Literaturangaben
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0013-8290; 0307-8337; 0951-0893; 1477-4526
Schlagwörter	China; Englischunterricht; Fremdsprachenunterricht; Grundschule; Korea; Analyse; Lehrbuch; Grundschule; Lehrbuch; Fremdsprachenunterricht; Englischunterricht; Analyse; Aufgabenstellung; China; Korea
Abstract	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, the authors 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. They 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. The authors offer suggestions for task design and curriculum development. (Verlag, adapt.).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2022/2