An Analysis of Task-based Materials and Performance: Focused on Korean High School English Textbooks

Abstract

Jeon, In-Jae. (2005). An analysis of task-based materials and performance: Focused on Korean high school English textbooks. English Teaching, 60(2), 87-109. The purpose of this study is to propose some meaningful considerations for communicative material development by exploring the aspects of task-based materials and performance with reference to first year high school English textbooks in Korea. For this purpose, two studies were conducted. The first one was to quantitatively analyze task-based materials in textbooks based on the qualitative analysis criteria supported by Nunan’s (1989) theory of task components. The second study was to examine the level of participants’ satisfaction with task-based performance through questionnaire research. The results of data analysis show, in accordance with core regulations of the 7 th national curriculum for English represented by task-based learning and activity-oriented language use, that communicative theory of language learning is adequately reflected in the task-based materials of all textbooks. To conclude, a few suggestions are made to enhance the effectiveness of task-based activities in communicative classroom practices: a) task goals and rationale that encourage the learner’s motivation; b) authenticity of input data based on real-world situations; c) more emphasis on group work containing problem-solving procedures rather than individual ones; d) proportional representation of activity types and themes, etc.

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