Form-focused tasks in ELT coursebooks: A framework for analysis

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Current grammar pedagogies tend to reflect the influence of recent SLA research in favour of input-processing rather than skill-building models. The detailed impact of these pedagogies and research on contemporary teaching materials, however, is less clear. This paper proposes a framework of criterial features of consciousness-raising (C-R) and practice tasks which is then used to explore the relationships between the features, and to investigate the nature and sequencing of form-focused tasks in ELT coursebooks. This research reveals an incremental shift from less interactional, input-based tasks to more interactional, production-based tasks through the teaching stages. More importantly, most materials use several types of form-focused tasks in rather fixed sequential patterns of interpretation tasks to grammar consciousness raising tasks to grammar exercises to grammar practice activities which follow a meaning → meaning>form → form/meaning → meaning progression. Theoretical explanations are offered in support of this data-driven model.

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