In defence of a modular curriculum for tasks
-
Rod Ellis [1]
-
[1] Curtin University
Curtin University
Australia
-
- Localización: ELT journal: An international journal for teachers of English to speakers of other languages, ISSN 0951-0893, Vol. 74, Nº 2, 2020, págs. 185-194
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
-
Resumen
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.
