ADAPTING COURSEBOOK ACTIVITIES INTO LEARNING-CENTRED TASKS IN LANGUAGE TEACHING

Abstract

This study examines the importance of adapting coursebook activities to improve the effectiveness of language learning in classroom environments. Modern language education widely relies on coursebooks; however, the activities included in these materials do not always correspond to learners’ cognitive abilities, language proficiency, and learning needs. Therefore, teachers often need to modify and adapt coursebook activities to create more meaningful and engaging learning experiences. The study focuses on the balance between the demands placed on learners and the support provided during learning activities. Drawing on Cameron’s task-based framework, the research analyzes how coursebook activities can be transformed into structured tasks consisting of three stages: preparation, core activity, and follow-up. The preparation stage activates previously learned vocabulary and prepares students for the main activity