Examining the Task Complexity in ELT Coursebooks
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Examining the Task Complexity in ELT Coursebooks Jessie S. Barrot1,2
Ó De La Salle University 2019
Abstract Since the introduction of task-based language teaching, tasks have become an integral component of the curriculum, ESL classrooms, and ELT coursebooks in the Philippines. Hence, this study examines the complexity of tasks in selected ELT coursebooks. Specifically, this study sought to determine the complexity features of tasks per grade level and how they progress from the simplest to the most complex within each ELT coursebook level and across grade levels. Based on the analysis, almost a quarter of the language activities in these coursebooks are tasks, most of which have complexity levels 3, 4, 5, and 6. Further findings reveal that none of the ELT coursebooks show a linear progression of task complexity within and across grade levels. Implications for ELT coursebook development and future studies are discussed. Keywords Task complexity ELT coursebooks Materials development Task-based language teaching Task
Introduction Since the introduction of task-based language teaching (TBLT), tasks have become an integral component of many ESL classrooms and curricula. In fact, many scholars (e.g., Bao and Du 2015; Ellis 2017; Robinson 2005; Skehan & Jessie S. Barrot [email protected] 1
Lanzhou Jiaotong University, 88 Anning W Rd, Anning Qu, Lanzhou Shi, Gansu Sheng, China
2
National University, M.F. Jhocson St., Sampaloc, Manila, Philippines
1996) argued that tasks could be a viable alternative unit of syllabus design. As defined by Skehan (1996, 1998), a task is a language activity that prioritizes meaning and task completion, relates to real world, and is assessed based on task outcome. It is a ‘‘workplan that requires learners to process language pragmatically in order to achieve an outcome that can be evaluated in terms of whether the correct or appropriate propositional content has been conveyed’’ (Ellis 2003, p. 16). Recently, the Philippine government has initiated an English curriculum reform known as the Language Arts and Multiliteracies Curriculum (LAMC), which aims to develop communicatively competent and multiliterate learners who can thrive in this global economy (Department of Education 2016). One of the language-teaching principles that guide the curriculum is the use of tasks that will help learners acquire language in authentic and meaningful contexts of use. As indicated in the LAMC, these tasks need to be sequenced at an increasing level of difficulty and sophistication to provide sufficient scaffolding to learners. One way to realize the logical sequencing and effective implementation of tasks is through principled and systematic development of ELT materials such as coursebooks. Inarguably, well-developed ELT coursebooks are powerful tools in facilitating learning and re-skilling both experienced and inexperienced practitioners (Barrot 2015; Brown 2009; Hutchinson and Torres 1994; Richards 1998; Tomlinson 2014). However, it has been observed that local textboo
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