From Whence Did This Come? An Examination of the Assumptions Underlying the Reading Program at the English Language Institute at the University of Hawaii at Manoa

Abstract

The current study reports on the theoretical assumptions of a task-based reading program at the University of Hawaii. By analyzing and comparing intermediate and advanced reading courses particularly focusing on tasks, this study examines underlying theoretical assumptions of the tasks to be completed in each class and reports on the articulations of the two courses. The analysis of tasks revealed not only an effort to promote student-centered tasks but also schema theory and the interaction model of reading, suggesting that reading courses must go beyond the practices of selecting and teaching reading skills in isolation. On the other hand, the differences between the two courses include the level of tasks, the degree of expected autonomy, and task types. Further suggestions is to be discussed.