Challenges of shifting to task-based language teaching: A story from a Vietnamese teacher
Task based language teaching (TBLT) is currently being introduced throughout Asia and has emerged as a central concept from a study of curriculum guidelines and syllabi in the Asia Pacific countries. In some countries such as China, Taiwan, Hong Kong, TBLT has been strongly promoted in English langu...
| Main Author: | |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
CAN THO UNIVERSITY PUBLISHING HOUSE
2016-02-01
|
| Series: | Can Tho University Journal of Science |
| Subjects: | |
| Online Access: | https://ctujs.ctu.edu.vn/index.php/ctujs/article/view/257 |
| Summary: | Task based language teaching (TBLT) is currently being introduced throughout Asia and has emerged as a central concept from a study of curriculum guidelines and syllabi in the Asia Pacific countries. In some countries such as China, Taiwan, Hong Kong, TBLT has been strongly promoted in English language education policies . However, in practice, recent research shows that Asian teachers still prefer long-standing presentation- practice-production (PPP). In that context, this case study used diary methods and stimulated recall interviews to investigate specific obstacles that a Vietnamese teacher had to overcome when implementing TBLT in her writing classroom while she had more knowledge of and experience with PPP. Teaching one undergraduate class of writing under task-based instruction and another under more teacher-directed instruction – PPP for one semester, the teacher had a lot to tell about the challenges she faced when implementing TBLT. |
|---|---|
| ISSN: | 2615-9422 2815-5602 |