An Analysis of Taskability in Speaking Activities in Logic and Expression I and II Textbooks

Abstract

This study investigated differences in the level of "task-likeness" in speaking activities between Logic and Expression I and Logic and Expression II. The results revealed that task-likeness was generally higher in Logic and Expression II across most items. However, in Logic and ExpressionⅠ, we exhibited higher task-likeness in "Completion", likely due to the inclusion of role-play activities designed to review junior high school content. In contrast, Logic and Expression II textbooks emphasized debates and discussions aligned with the objectives and explanations outlined in the Courses of Study. This led to a repetitive and monotonous structure across the textbooks. To address this, incorporating diverse speaking tasks is proposed to increase activity variety in Logic and Expression textbooks. Such tasks align with the objectives of the Courses of Study and could foster more dynamic textbook structures and classroom practices. Furthermore, speaking tasks can potentially become a key component in enhancing English language education in Japan, particularly in subjects related to speaking skills.