In defence of a modular curriculum for tasks.
In this article, I start by distinguishing two approaches to the design of a language curriculum: the structural approach and the task-based approach. I then present my views relating to three key question: Is one approach superior to the other? When implemented, do these approaches result in differ...
| Publicado en: | ELT Journal: English Language Teaching Journal Vol. 74; no. 2; pp. 185 - 195 |
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| Formato: | Artículo |
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Oxford University Press / USA
Apr2020
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| Acceso en línea: | Ver este registro en EBSCOhost |
| Sumario: | In this article, I start by distinguishing two approaches to the design of a language curriculum: the structural approach and the task-based approach. I then present my views relating to three key question: Is one approach superior to the other? When implemented, do these approaches result in different classroom processes? Are there advantages in combining the two approaches? I argue that the evidence points to the superiority of a task-based approach, that prior explicit instruction can have a deleterious effect on the performance of tasks and that a curriculum that combines the two approaches is preferable. I conclude by pointing out the flexibility of a modular curriculum that makes it well suited to a variety of instructional contexts. |
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