The Implementation of the Action-Oriented Approach in Language Textbooks


The action-oriented approach, first introduced by the CEFR (Common European Framework of Reference for Languages) and developed later by Puren (2004, 2009, 2014a, 2014b, 2014c, 2017, 2018, 2019), set a new goal for language teaching: training of a social actor. How to achieve this goal in language textbooks is yet to be dealt with in dept in the foreign language teaching field. This study aims to find out whether two final tasks (those of Unit 5 and Unit 7) in two language textbooks, ‘Count Me In’ (B2 level) used in Turkey and ‘Version Originale 4’ (B2 level) used in France, reflect the characteristics of communicative tasks or miniprojects. It is found that the final tasks in ‘Count Me In’ do not reflect the characteristics of the mini-projects while the final tasks in ‘Version Originale 4’ reflect these characteristics and hence are more in line with the principles of the action-oriented approach.



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