スピーキング活動のタスク性調査 中学校新旧教科書を比較した場合

• Published in: 北海道英語教育学会 紀要 Vol. 12; pp. 21 - 35
• Main Authors: 臼田, 悦之, 志村, 昭暢, 横山, 吉樹, 竹内, 典彦, 中村, 洋, 山下, 純一, 河上, 昌志
• Format: Journal Article
• Language: Japanese
• Published: 北海道英語教育学会 2013
• ISSN: 1347-6343; 2434-0243
• DOI: 10.24675/helesje.12.0_21

The new Course of Study, which was revised in 2008, promotes balancedallocation of four skills (listening, speaking, reading and writing) in designinglessons, and addresses an important role of grammar which is assumed tounderpin communication activities. This study has compared thecommunication tasks in new and old textbooks published by three majorbookmakers to investigate changes caused by the revision of the Course of Study.Following Usuda et al. (2009), this study used the criteria of task-likeliness:interactional requirement of pair or group work, focus on message, requirementof outcome, explicitness of task goal, and authenticity (Willis & Willis, 2007).The results showed the new textbooks of all three publishers required lessinteraction in pair or group work, but that the new textbooks of the twopublishers stated the task goal more explicitly. This reflects the tendency thatthe activities in the new textbooks are more form-oriented, which consequentlylessens interactional requirement. However, this trend is backed up by balanceddistribution of four skills, which leads to a communication task followed by thewriting task in which the students are in many cases told to sum up what theytalked in the communication task.