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Kevin Rooney
Chodang University
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ABSTRACT This paper is about the results of my Applied Linguistics thesis, recently completed at Concordia University (Montreal, Canada). It involved designing a task-based program with a teacher’s guide for adult false-beginners. The new program I designed was based largely, but not exclusively, on materials from “Interchange 1” (Richards et al., 1990, 1997). I redesigned the materials by using the TBL frameworks of Jane Willis (described in Willis, 1996) and Estaire and Zanon (described in Estaire and Zanon, 1994), modified to fit my situation. Therefore, my paper will deal with the various issues involved in adapting a structural/functional syllabus and set of materials, such as “Interchange”, which moves learners from accuracy to fluency, to fit a task-based framework, which instead moves learners from fluency to accuracy. I would also like to discuss how task-based syllabuses are fundamentally different from other syllabus types, what makes them better, the reactions of students when my materials were pilot-tested, and the problems involved in using a task-based approach with false-beginner-level students. PRESENTER
BIOGRAPHY
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