Sequencing activities in English as a foreign language materials: the "communicative processes-bases model" in action.

• Autores: Raquel Criado
• Localización: Interlingüística, ISSN 1134-8941, Nº. 15, 1, 2004, págs. 353-362
• Idioma: inglés
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• Resumen

  • In formal settings, variety is one of the major elements agreed to foster motivation and thus second language learning (A. SÁNCHEZ 1993, 2001; B. TOMLINSON 1998, 2003; Z. DÖRNYEI 2001; J. HARMER 2001). We believe that an important triggering source for diversity can be found in the sequencing of activities in coursebooks. The objective of this paper is to describe the «Communicative Processes or Situations-Based Model» of activity sequence (A. SÁNCHEZ 1993, 2001). It presumably offers variety precisely thanks to the inherent diversity attached to communicative processes themselves. A. SÁNCHEZ’s model will be illustrated through the adaptation of a randomly selected unit from English File Upper Intermediate (O.U.P.). The structuring of the content of our essay will be as follows: Firstly, we will clarify what we understand by sequencing (section 2). Then, the most widespread current sequencing patterns in English as a Foreign Language (EFL) coursebooks and classrooms will be briefly reviewed: «Presentation-Practice-Production» (P-P-P); «Content-based» and «Task-based» models (part 3). This step is necessary so as to better contextualize the rationale and foundation of A. SÁNCHEZ’s «Communicative processes-based model». Its explanation will occupy section 4. Part 5 will embrace a short account of the above-mentioned textbook’s overall methodology and of key pedagogic features in the modified unit. The end of this fifth section will comprise the description of our adaptation.

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