Abstract:
Task-based language teaching (TBLT) with its strong theoretical bases and emphasis on meaningful and interactive use of language has received substantial attention in the context of foreign language teaching. The present study investigated the extent to which TBLT was incorporated into the textbooks and the extent to which teachers were aware of its concept in the bilingual education setting in Mazandaran province, Iran. A descriptive qualitative approach, using content analysis of the textbook based on a general task framework (Ellis, 2003) and a survey through a questionnaire, was employed to determine the implementation of tasks. Findings related to the textbook analysis indicated that the number of tasks in the textbook was relatively limited for real communication. Regarding the teachers’ (n=28) perceptions of TBLT, the results of the one-sample t-test analysis revealed that the participating teachers agreed with the idea of using tasks in teaching English language. Based on the findings, it is recommended that TBLT materials should be included in the bilingual textbooks in order to enhance learners’ collaboration and interactional skills.
Machine summary:
Textbook Evaluation and Teachers’ Perceptions of Task-Based Language Teaching: A Case of Iranian Bilingual Schools FatemehPirzad 1, ShirinAbadikhah 1,*, FatemehKhonamri 1 1 Department of English Language Teaching and Literature, University of Mazandaran, Iran Submission date: 22 August, 2020 Acceptance date: 19 December, 2020 Abstract Task-based language teaching (TBLT) with its strong theoretical bases and emphasis on meaningful and interactive use of language has received substantial attention in the context of foreign language teaching.
Regarding the teachers’ (n=28) perceptions of TBLT, the results of the one-sample t-test analysis revealed that the participating teachers agreed with the idea of using tasks in teaching English language.
Considering the crucial role of the textbooks in the process of learning and teaching language, to the best knowledge of researchers, there is a scarcity of research on the evaluation of the textbooks studied by approximately 300 young learners in the bilingual elementary schools in Mazandaran province.
Although this approach has been advocated by many SLA scholars (Bygate, Skehan, & Swain, 2001; Ellis, 2003), many studies have reported some difficulties in the implementation of task-based interactive approach from teachers’ perspectives (Carless, 2007; Jeon & Hahn, 2006; Lin & Wu, 2012; McDonough & Chaikitmongkol, 2007).
Therefore, since textbooks play a vital role especially in young learners’ language learning in an EFL context, and also due to the merits of incorporating TBLT into a language textbook, research in this area seems necessary; however, very limited studies have been conducted to evaluate textbooks in the bilingual education context in terms of their task features.