An Analysis Of Grade Nine English Textbook Speaking Tasks

Abstract

The main objective of the study was to analyze the speaking tasks of grade nine English students’ textbook that is currently in use with a major objective to looking into whether the tasks in the textbook are designed in light of current theories of communicative tasks. In order to achieve this objective, the textbook and the syllabus have been used as sources of data using Nunan’s (1989) framework. The whole speaking activities were analyzed in terms of goals, inputs, activities, roles and setting. Besides, the tasks were analyzed to see whether they are motivating, authentic and purposeful, and to see whether they reflect real world use of language, promote pair and group work and lastly whether they include pre, while and post stages of tasks. Classroom observation was the other tool used to see how the tasks are being implemented. In addition to these, in order to see the attitude of students and teachers about the speaking tasks, interview and questionnaire were used in Arsi Negelle Kiltu Rae first cycle Secondary School. The findings show that the goals of the tasks meet students’ need and interest. Contents which are used as inputs seem to be familiar to the students even though they lack authenticity. The tasks are also purposeful; they promote pair and group work activities. Students play more roles in the tasks compared to teachers. However the tasks do not fulfill stages of tasks. Based on the findings recommendation were made