Foreign Languages
Amir Zand-Moghadam; Arya RahimiGolkhandan
Volume 15, Issue 36 , November 2015, , Pages 77-104
Abstract
Abstract In line with the recent developments in English language teaching in the Iranian context and the changes in schools’ textbooks and materials, the present study aimed to evaluate English for Schools (Prospect 1; Junior Secondary Program) from the viewpoint of task-based language teaching ...
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Abstract In line with the recent developments in English language teaching in the Iranian context and the changes in schools’ textbooks and materials, the present study aimed to evaluate English for Schools (Prospect 1; Junior Secondary Program) from the viewpoint of task-based language teaching and syllabus design. To this end, Ellis’s (2003) general task framework was utilized. Exercises in all eight lessons of the book were analyzed based on this framework and afterwards, based on the given criteria, their nature was studied. The findings showed that only 16 out of a total of 57 exercises (28%) had a task-based structure/design. Thus, it can be claimed that the book’s design does not follow a task-based approach. Failure to use authentic input, scarcity of interactions opportunities between students, and numerous exercises (drills) which lacked useful outcomes can be counted as the main reasons for the gap between this publication’s design from a task-based approach and its eventual lack of efficiency.
