ELT Journal Volume 59/1 January 2005 © Oxford University Press
Consciousness-raising and practice in ELT coursebooks
1 Ryo Nita is a PhD student (English Language Teaching) at the University of Warwick, UK. His research interests include the relationship between form-focused instruction and second language acquisition. Email: R.Nitta{at}warwick.ac.uk, 2 Sheena Gardner lectures at the University of Warwick in educational linguistics, grammar teaching, and ESP. Her current research focuses on discourses of assessment in primary EAL and university contexts. Email: S.F.Gardner{at}warwick.ac.uk
Most general ELT coursebooks currently include grammar tasks, suggesting a common view in ELT that learners benefit from form-focused tasks to improve their L2 accuracy. To investigate the nature of such tasks, we developed a framework of consciousness-raising and practice task types, applied it to nine contemporary ELT coursebooks, and thus identified a number of current trends. Despite notable differences among the nine coursebooks, each one is essentially based on a Presentation-Practice approach to grammar teaching. Both inductive and deductive approaches are seen in the presentation stages, followed by two types of practising task. There is little evidence to date of focused communication tasks. These fi ndings are discussed, and should be useful for teachers wishing to evaluate their own selection of grammar tasks and coursebooks.
Received June 2003.