Is task-based language teaching in evidence in tertiary level English as an additional language? An exploration into teachers’ practices related to task uses
Over the last two decades, task-based language teaching (TBLT) has been promoted as more effective for language acquisition than conventional communicative pedagogic practices in a variety of literature. However, it is unclear whether TBLT principles are integrated into English as additional languag...
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| Format: | Article |
| Language: | English |
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Islamic Azad University, Isfahan Branch
2022-06-01
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| Series: | Research in English Language Pedagogy |
| Subjects: | |
| Online Access: | http://relp.khuisf.ac.ir/article_690339_8051851e2a4e9ec4fe44622f35917f39.pdf |
| _version_ | 1818191639129096192 |
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| author | ling ling Guan |
| author_facet | ling ling Guan |
| author_sort | ling ling Guan |
| collection | DOAJ |
| description | Over the last two decades, task-based language teaching (TBLT) has been promoted as more effective for language acquisition than conventional communicative pedagogic practices in a variety of literature. However, it is unclear whether TBLT principles are integrated into English as additional language (EAL) teachers’ beliefs and how they made use of ideas announced in the TBLT literature at tertiary level in New Zealand. This exploratory study investigated whether TBLT is evident in three tertiary EAL teachers’ classes and how these teachers used tasks in language classes in New Zealand. Repeated semi-structured interviews and classroom observations were employed in this case study research. A key finding is that teachers were using a Communicative Language Teaching model rather than what they claimed to be TBLT. Furthermore, teachers did not prioritize a particular task feature, which was to have a non-linguistic outcome at the end of the task. This study contributes to our understanding of teachers’ beliefs and practices with regard to TBLT in New Zealand. |
| first_indexed | 2024-12-12T00:17:48Z |
| format | Article |
| id | doaj.art-e9a738126cfe450b98ac11b518b5e1e4 |
| institution | Directory Open Access Journal |
| issn | 2588-3259 2538-4244 |
| language | English |
| last_indexed | 2024-12-12T00:17:48Z |
| publishDate | 2022-06-01 |
| publisher | Islamic Azad University, Isfahan Branch |
| record_format | Article |
| series | Research in English Language Pedagogy |
| spelling | doaj.art-e9a738126cfe450b98ac11b518b5e1e42022-12-22T00:44:49ZengIslamic Azad University, Isfahan BranchResearch in English Language Pedagogy2588-32592538-42442022-06-0110223125510.30486/relp.2021.1933795.1292690339Is task-based language teaching in evidence in tertiary level English as an additional language? An exploration into teachers’ practices related to task usesling ling Guan0Hainan University, ChinaOver the last two decades, task-based language teaching (TBLT) has been promoted as more effective for language acquisition than conventional communicative pedagogic practices in a variety of literature. However, it is unclear whether TBLT principles are integrated into English as additional language (EAL) teachers’ beliefs and how they made use of ideas announced in the TBLT literature at tertiary level in New Zealand. This exploratory study investigated whether TBLT is evident in three tertiary EAL teachers’ classes and how these teachers used tasks in language classes in New Zealand. Repeated semi-structured interviews and classroom observations were employed in this case study research. A key finding is that teachers were using a Communicative Language Teaching model rather than what they claimed to be TBLT. Furthermore, teachers did not prioritize a particular task feature, which was to have a non-linguistic outcome at the end of the task. This study contributes to our understanding of teachers’ beliefs and practices with regard to TBLT in New Zealand.http://relp.khuisf.ac.ir/article_690339_8051851e2a4e9ec4fe44622f35917f39.pdfteachers' beliefstask implementationeducation programme |
| spellingShingle | ling ling Guan Is task-based language teaching in evidence in tertiary level English as an additional language? An exploration into teachers’ practices related to task uses Research in English Language Pedagogy teachers' beliefs task implementation education programme |
| title | Is task-based language teaching in evidence in tertiary level English as an additional language? An exploration into teachers’ practices related to task uses |
| title_full | Is task-based language teaching in evidence in tertiary level English as an additional language? An exploration into teachers’ practices related to task uses |
| title_fullStr | Is task-based language teaching in evidence in tertiary level English as an additional language? An exploration into teachers’ practices related to task uses |
| title_full_unstemmed | Is task-based language teaching in evidence in tertiary level English as an additional language? An exploration into teachers’ practices related to task uses |
| title_short | Is task-based language teaching in evidence in tertiary level English as an additional language? An exploration into teachers’ practices related to task uses |
| title_sort | is task based language teaching in evidence in tertiary level english as an additional language an exploration into teachers practices related to task uses |
| topic | teachers' beliefs task implementation education programme |
| url | http://relp.khuisf.ac.ir/article_690339_8051851e2a4e9ec4fe44622f35917f39.pdf |
| work_keys_str_mv | AT linglingguan istaskbasedlanguageteachinginevidenceintertiarylevelenglishasanadditionallanguageanexplorationintoteacherspracticesrelatedtotaskuses |