@article{oai:edo.repo.nii.ac.jp:00000941,
 author = {藤田, 恵里子},
 journal = {江戸川大学紀要, Bulletin of Edogawa University},
 month = {Mar},
 note = {P(論文), Since the enforcement of a new study guideline in 2013, “Communication English I” has become a required subject for all high school students in Japan. At the same time, all-in-English instruction was determined to be a principle in high school English classes. In the wake of these changes, TBLT started to gain more attention. Considering that most high school classes are conducted based on textbooks, features found in these pedagogical tasks should affect students’ English ability. In this study, the features of pedagogical tasks found in four “Communication English I” textbooks were analyzed based on the work of Skehan （1998）. Most tasks resulted in focusing on the language forms instead of meanings, which seemingly intended to reinforce the acquisition of grammar and to improve fluency. Another prominent feature found is that these tasks did not have clear goals to achieve at the end of the interactions. In order to increase the number of meaningful interactions students have, teachers may need to set goals on their own when using these tasks in the classroom.},
 title = {高校教科書のタスクの種類に関する考察},
 volume = {30},
 year = {2020},
 yomi = {フジタ, エリコ}
}