Learning about Global
Issues Through Task-Based
Activities: Mixing and Matching the Four Skills
Melvin R. Andrade, Ed.D.
Sophia Junior College and
Aoyama Gakuin University (_IE
Program)
Content-based and theme-based learning are becoming
increasing evident in college and university English programs in Japan as
ways to increase motivation and stimulate learning. In such courses, it is
common to see emphasis being put on global trends and issues such as
consumption, energy, environment, food and water, population and migration,
rich-poor gap, and world health. Along with these changes in approach and
content, has there been a corresponding change in the way the material is
presented and practiced? The present paper addresses this question from the
perspectives of a materials writer and textbook evaluator. Specifically, it
investigates the extent to which EFL textbooks for university-level students
in Japan reflect the principles of task-based learning in their lesson
formats and practice activities. In addition to using the Willis model of
task-based learning to analyze the materials, it considers them from the
viewpoint of which skills are being emphasized. That is, it considers
whether the tasks put emphasis on spoken language (listening and speaking),
written language (reading and writing), comprehension (listening and
reading), or expression (speaking and writing). The findings of this
research not only provide a sample of the current state of task-based
teaching as reflected in textbooks published in Japan but also serve as
guidelines for teachers and materials writers who would like to make their
lessons and materials more compatible with the task-based approach.
Selected References
(forthcoming)
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