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Showing 2 results for Interactive
Mohammad Reza Anani Sarab,
Volume 11, Issue 2 (9-2008)
Abstract
Task as a pedagogic and research tool has originally been used to elicit unscripted data to be used as evidence for interlanguage processes or as a basis for channelling the learners’ cognitive and linguistic resources to achieve desired learning outcomes. One of the central issues surrounding task-based instruction is the difference between what is planned as task pedagogic goals through manipulation of its design features and what ultimately emerges from the implementation process. The disparity has been attributed to the redefinition of the task by the learners to suit their learning goals (see Hosenfeld, 1976 Breen, 1989). Though this account can explain the gap from the learners’ perspective, it ignores the mediatory role of the teacher and his/her reinterpretation of the task to suit pedagogic goals which may not necessarily coincide with those of the task designer. This paper argues for a redefinition of the teacher’s role in task-based instruction using naturalistic data taken from a larger database of recorded and transcribed lessons. The paper concludes with the discussion of the implications of the suggested role redefinition for task-based syllabus design.
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Volume 16, Issue 2 (9-2013)
Abstract
Although images are abundant and play significant aesthetic and pedagogical roles in today’s EFL course books, they are still one of the less explored areas of research. The present study is an attempt to examine the role and function of images in Iranian high school EFL course books it also aims to cast a critical eye over their suitability and efficiency. To this end, Kress and Van Leeuwen’s (2006) model of visual grammar was adopted. The findings revealed that although the informative and/or illustrative functions of the images make them important resources in Iranian high school EFL course books, their full potential for language learning does not seem to be adequately exploited. This relates to flaws at the representational mode of meaning making, such as outdated portrayal of objects, gender stereotyping, and overdramatizing national identity as well as shortcomings at the interactive mode, such as poor modality due to grayscale printing and plain graphics with no contextualization or pictorial detail. These flaws make the images seem out of today’s world and hardly credible for high school students who are already adept at new technology. Since these shortcomings may sacrifice pedagogical objectives, the study calls for changes in both technical quality and underlying messages of images in the course books.
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