Recall that one of the goals of the present study is to analyse facets of task complexity with the aim of realising an example of generic task-based Kiswahili syllabus for lower secondary schools in Uganda. To attain these goals, this study is organised in seven chapters, as summarised below.
Chapter One contextualises the position in which the current study is situated with the view of providing justification for the choice to conduct this study. In addition, the chapter also discusses the methodological aspects of the research design that inform the investigation of the current study. The data generation and analysis procedures are briefly outlined in this chapter. Lastly, the chapter explores some of the ambiguous concepts and notions such as FLL, SLA and L2 as synonymously employed in the field of applied linguistics with the aim of adopting an operational definition(s) and related concepts employed in the current study.
Chapter Two explores the theoretical connections from different subfields in applied linguists as a field of inquiry. The chapter identifies connections between (i) the genesis of SLA as a subfield to aspects of curriculum development, (ii) curriculum design, in general, to issues on syllabus design and, (iii) syllabus design principles to their subsequent pedagogical realisations/ practices. In addition, it discusses the two syllabus design paradigms (traditional & process) and their theoretical underpinnings. Lastly, the chapter presents arguments for adopting a process paradigm (task-based syllabuses), on which the current study is premised, over the traditional one.
Chapter Three explores the theoretical connection between Chapter Two and Chapter Four. It begins expounding further issues in the process paradigm, specifically, aspects of task-based syllabus design considerations and related pedagogical realisations (explored in Chapter Two). In this regard, the chapter explores different views in task-based models, theories and frameworks from which the current study employs principles and procedures to generate, organise, analyse and
interpret its data (task descriptions [TDSs] and the simulated task dialogues [STDs]) in Chapter Four. Hence, with respect to the current study, these procedures are employed in actualising task- based syllabus design principles in determining (i) task as a unit of analysis, (ii) analysing L2 learners’ needs, and (iii) the selection, grading and sequencing of Kiswahili learning tasks. Lastly, the chapter discusses the rationale for choosing a specific framework, the cognition hypothesis and its associated extensions (see Robinson 2001b, 2005, 2007a, 2010) that is employed in Chapter Four in analysing complex features of the five selected TDSs and their associated STDs with the purpose of grading and sequencing of Kiswahili pedagogical tasks.
Chapter Four presents the analysis of the five selected TDSs for Kiswahili and their respective STDs. The analysis is conducted with respect to three facets of complexity i.e. interactional, cognitive as well as syntactic/linguistic complex features of Kiswahili learning tasks. Before these facets of analysis are conducted, the chapter explores views on different techniques and procedures that the study employs in analysis the interactional configurations (for interactional complexity), cognitive features (cognitive complexity), and syntactic variables (syntactic complexity) of Kiswahili pedagogical tasks as reflected in the five selected TDSs and their respective STDs. Lastly, in section 4.5.6, on page 335 examines the correlation of cognitive complexity and syntactic complexity features of Kiswahili learning tasks.
Chapter Five explores the methodological principles and pedagogical procedures as reflected in L2 Kiswahili task-based classrooms. It thus serves as a continuation of the previous chapter, Chapter Four, in terms of refining and adapting the Kiswahili learning tasks graded and sequenced in the same chapter (Chapter Four). In this regard, the chapter primarily presents arguments that demonstrate (i) the grammatical properties of the Kiswahili language, (ii) how such properties in (i) can suitably be extended in teaching L2 Kiswahili learners. In support of the above arguments, in sections 5.3.4 and 5.7, on pages 346 and 369, the chapter also examines different roles of L2 learners and teachers, respectively, that can be utilised in facilitating the ultimate acquisition of grammatical properties required by Kiswahili pedagogical tasks before, during and after task performance.
Given that Chapter Five explores how TBLT can be viewed from the L2 Kiswahili classrooms, Chapter Six is devoted to presenting various views regarding the procedures employed and the teachers responsible for implementing TBLT approaches in a broader perspective, i.e. a given country’s educational systems at large. Thus, this chapter addresses questions such as “who adopts what, where, when, why and how” (Cooper 1989, as cited in Markee 1993: 230), with respect to diffusing Kiswahili task-based language teaching in the Ugandan contexts.
In summary, the six chapters that constitute the core of the current study, in Chapter Seven, I present a critical recapitulation of all six chapters. In addition, I also discuss the contributions of the study and make suggestions and recommendations about the areas of further research aimed at advancing further the findings from the current study.
Chapter Seven is followed by a reference list occurring from page 396 to page 4197. This reference list is followed by a number of appendices. The appendices are divided into three categories. The first category includes; Appendix (A) on page 418. This offers the overarching theme on which current study is premised in relation to the development of task description specifications (TDSs) and their associated simulated task dialogues (STDs). Appendix (A-i), from page 419 to page 443, provides a list of TDSs developed from Appendix (A). Lastly, in this category is Appendix (A-ii), from page 444 to page 539. It entails a list of STDs developed from TDSs in Appendix (A-i).
The second category includes only Appendix (B), on page 540. It provides the names of subject specialists informally consulted by the researcher in determining the authenticity of the constructed STDs and in demarcating some of the complex Kiswahili clause boundaries (see Chapter Four).
The last category of appendices generally involves considerations of research ethics and procedures. Appendix (C) on page 541, is an approval letter permitting the current study to be done in Uganda. Appendix (C-i) on page 542 and Appendix (C-ii) on page 543, reflect the telephone SMS (written in Kiswahili and English languages, respectively), requesting for the surnames of the task participants from WhatsApp groups X and Y that the study employs in its STDs. Lastly, Appendix (C-iii) on page 544 and Appendix (C-iv) on page 545, respectively, provide surnames of task participants from WhatsApp groups X and Y, respectively, that the study employs in its STDs.