Adapting Commercial EFL Textbooks for the TBLT Classroom in Asia

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  • 〈Articles〉Adapting Commercial EFL Textbooks for the TBLT Classroom in Asia

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[Abstract] The introduction of a task-based language teaching (TBLT) approach in the Asian context has been the subject of debate in foreign language education (Jeon, 2006; Thomas, 2015; Zhang, 2015). It has been argued that because this approach often carries with it the values and expectations of Western education professionals, it is ill-suited for certain socio-cultural and context-specific reasons (Meas, 2010; Sato, 2009). Also, as the approach has often been implemented from the government level in a top-down manner (Lai, 2015), this has meant that teachers are sometimes ill-prepared to successfully carry out TBLT in foreign language classrooms in Asia. This problem is often compounded by a lack of materials specifically tailored for TBLT classes (Lai, 2015). This paper outlines the results of a survey of practicing teachers’ beliefs about the availability and adaptability of existing EFL textbooks for use in TBLT classes. An online survey was sent to 118 members of an academic group for language teachers in Japan focused on TBLT. The survey was completed by 78 of these people. Results show that while half of the respondents agree that there is a lack of materials for such a purpose, the vast majority (85％) believe that existing commercially available textbooks can be adapted successfully with TBLT. Given this result, the rest of the article focuses on ways that this might be done by using a well-known commercial textbook with a Presentation, Practice, Production (PPP) focus as an example. A practical example of how to reorder existing elements in the book is given, so as to provide a method to do so with other similar PPP-focused textbooks. Finally, other considerations and general principles for how to strengthen a TBLT focus in textbooks are outlined.

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