| It is about ten years since the New English Curriculum Criterion (Draft)issued in2001, in which task-based language teaching (TBLT) approachis advocated. With the application of such a new teachingmethodology, problems also arise in putting it into practice. Textbookredevelopment is one of them that impede effectiveness of adoptingTBLT in everyday classroom teaching. Textbook is the primary curriculumresource though not the only one. Whether English teachers can makegood use of a textbook or not matters a lot to the effectiveness ofteaching. Is it necessary to carry out textbook redevelopment undertask-based language teaching to accomplish the requirements of TBLTfor teachers, students and real context? Are there any specificrequirements for textbook redevelopment in TBLT? How to redevelopthe textbook? These questions are of the author’s top concerns.Questionnaire and observation will be included in this research tofind out the current situation of textbook redevelopment in TBLT.Chapter One introduces the background and purpose of the researchas well as the outline of this paper. Chapter Two is a literature review oftheories underpinning this research, in which definitions of task andrationales behind TBLT are illustrated as well as the definition, nature andpurpose of textbook redevelopment. Chapter Three introduces how theresearch is conducted and analyzes the survey from teachers andstudents on their opinions about TBLT and textbook redevelopment. InChapter Four, a further analysis based on the result in Chapter Three isdone to find out the necessity to implement textbook redevelopment inTBLT from four perspectives-teaching materials factor, teachers factor,students factor and assessment factor and then a tentative study onhow textbook redevelopment can be carried out in TBLT is conducted.This paper is intended to stress the importance of the textbook redevelopment for the achievement of better effects in applying thetask-based language teaching approach. |
PDF Full Text Request