On the Practice of Developing Vision-centered Tasks for the Local Materials for Learning English: A Case of Iranian Secondary Schools English Language Coursebooks

Abstract

A large number of research studies have contributed to the significant role of motivation in the field of applied linguistics. Recently, based on the L2 motivational self model and the concept of ideal self, the concept of the desired second language learner vision have been introduced. However, the gap between the theories in applied linguistics and their practice in materials development is also seen in the practice of vision centered tasks for English language learners. With the publication of the new course books for learning English at Iranian secondary schools entitled PROSPECT the need for the adaptation of these local materials in light of the construction of the successful English language learners’ vision is felt. Thus, the purpose of the present study was to develop vision-centered tasks for the first book of PROSPECT series. To do so, vision-centered tasks for all the units of the book related to their themes and topics were developed based on the framework of successful language learners’ vision. First, tasks were developed to help learners create their own vision of successful learner. Next, created vision was followed by some tasks to strengthen it and make it plausible. Besides, some other tasks were developed to focus on the transfer of such visions into actions, keeping them alive as well as counterbalancing learners’ vision by their failure. The results of the pilot of these tasks indicated the success of English language learners in the construction of successful language learners’ vision.

DOI: 10.5901/mjss.2015.v6n6s4p340