Analysis of Task Complexity in Middle School English Textbooks

Analysis of Task Complexity in Middle School English Textbooks

  The purposes of the analysis presented in this paper are threefold. The first is to determine how task dimensions - task type and task complexity - are sequenced from easy to difficult. The second is to contribute to a deeper understanding of the relationships among accuracy, fluency and complexity in textbooks. Finally, based on the research findings, it offers suggestions for an improved model of task types. In order to analyze the factors related to task design, three government-authorized textbooks that were published in 2001 were selected for this study. The textbooks were published with the aim of improving middle school students’ ability to listen to, speak, read, and write English. A particular emphasis on oral tasks was evaluated for the purposes of this study, but overall, it was found that the textbooks under review failed to meet the curriculum objectives, most likely due to a lack of consideration for sequencing and grading of tasks in syllabus design. The study addresses two major research questions for reviewing the textbooks under analysis: Is task complexity sequenced from easy to difficult tasks? If it is not, then what is the alternative? Is task type sequenced from easy to difficult tasks? If it is not, then what is the alternative? In addition, in order to ensure a systematic analysis, this paper has modified the standard framework using three factors that measure the characteristics of each of the three textbooks: task type, task complexity and task condition.