A Critique of a Pedagogical Sequence: Cutting Edge 3rd ED. Intermediate Unit 8
DOI:
https://doi.org/10.6918/IJOSSER.202408_7(8).0020Keywords:
Evaluation of a Pedagogical Sequence; Development of Reading Skills and Strategies; Facilitating Word Acquisition; Acquisition of Formulaic Sequences.Abstract
Based on some empirical studies and theories in the field of second language acquisition, this article critiques a pedagogical sequence from a popular L2 textbook. It evaluates the chosen sequence to determine whether the activities in the reading section serve to develop learners’ reading skills and whether the design of the two vocabulary sections is in line with the research findings on the acquisition of formulaic sequences. It is found that the design of the vocabulary sections provide both meaning-focused input and output and language-oriented learning, although a fluency-focused learning strand is missing. Also, the presentation of the verb-phrases may be problematic. As for the reading section, the target reading skills may be better developed if external guidance is in place.
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