Chapter 8. Teachers’ and learners’ beliefs about task-based language teaching
-
Phung Dao
Abstract
This chapter provides a systematic review of studies on learner/teacher beliefs in the context of task-based language teaching (TBLT). This review aims to identify the foci, conceptualisation, operationalisation of beliefs in TBLT, methodological characteristics, and major research findings. The results showed a lack of consistent conceptualisation and operationalisation of the concept of beliefs, and the studies have focused more on teachers’ beliefs about TBLT than learners’. The results also demonstrated a number of methodological issues such as lack of important background information about the participants and the study’s context, an excessive focus on English as a target language, an over-reliance on the normative approach (as opposed to the contextual approach), and a lack of clear and rigorus procedure for construct validation and data analysis. Despite these issues, the results show that TBLT research on beliefs appears to head toward an appropriate direction by adopting multi-method approaches and using diverse data collection tools. Also, the results show a promising picture for adopting and implementing TBLT in diverse contexts from both teachers’ and learners’ perspectives.
Abstract
This chapter provides a systematic review of studies on learner/teacher beliefs in the context of task-based language teaching (TBLT). This review aims to identify the foci, conceptualisation, operationalisation of beliefs in TBLT, methodological characteristics, and major research findings. The results showed a lack of consistent conceptualisation and operationalisation of the concept of beliefs, and the studies have focused more on teachers’ beliefs about TBLT than learners’. The results also demonstrated a number of methodological issues such as lack of important background information about the participants and the study’s context, an excessive focus on English as a target language, an over-reliance on the normative approach (as opposed to the contextual approach), and a lack of clear and rigorus procedure for construct validation and data analysis. Despite these issues, the results show that TBLT research on beliefs appears to head toward an appropriate direction by adopting multi-method approaches and using diverse data collection tools. Also, the results show a promising picture for adopting and implementing TBLT in diverse contexts from both teachers’ and learners’ perspectives.
Kapitel in diesem Buch
- 日本言語政策学会 / Japan Association for Language Policy. 言語政策 / Language Policy 10. 2014 i
- Table of contents v
- Series editors’ preface vii
- Foreword 1
-
Section 1. Introduction
- Chapter 1. Individual differences and task-based language teaching 10
-
Section 2. Affective differences
- Chapter 2. Anxiety in task-based language teaching 52
- Chapter 3. Understanding, measuring, and differentiating task enjoyment from foreign language enjoyment 84
- Chapter 4. Task complexity, task features, and task anxiety at low L2 proficiency levels 111
-
Section 3. Cognitive differences
- Chapter 5. Written languaging, language aptitude, and L2 learning through dictogloss tasks 140
- Chapter 6. The effects of planning type, working memory, and anxiety on L2 writing performance 161
-
Section 4. Conative differences
- Chapter 7. A review of learner motivation and engagement research in task-based language teaching 198
- Chapter 8. Teachers’ and learners’ beliefs about task-based language teaching 228
-
Section 5. Sociodemographic differences
- Chapter 9. Task-based language learning and teaching 262
-
Section 6. Pedagogical perspectives
- Chapter 10. Practitioners’ perspectives 288
- Chapter 11. Teacher IDs and task adaptations 313
-
Section 7. Conclusion
- Chapter 12. Conclusion 346
- List of contributors 365
- Index 371
Kapitel in diesem Buch
- 日本言語政策学会 / Japan Association for Language Policy. 言語政策 / Language Policy 10. 2014 i
- Table of contents v
- Series editors’ preface vii
- Foreword 1
-
Section 1. Introduction
- Chapter 1. Individual differences and task-based language teaching 10
-
Section 2. Affective differences
- Chapter 2. Anxiety in task-based language teaching 52
- Chapter 3. Understanding, measuring, and differentiating task enjoyment from foreign language enjoyment 84
- Chapter 4. Task complexity, task features, and task anxiety at low L2 proficiency levels 111
-
Section 3. Cognitive differences
- Chapter 5. Written languaging, language aptitude, and L2 learning through dictogloss tasks 140
- Chapter 6. The effects of planning type, working memory, and anxiety on L2 writing performance 161
-
Section 4. Conative differences
- Chapter 7. A review of learner motivation and engagement research in task-based language teaching 198
- Chapter 8. Teachers’ and learners’ beliefs about task-based language teaching 228
-
Section 5. Sociodemographic differences
- Chapter 9. Task-based language learning and teaching 262
-
Section 6. Pedagogical perspectives
- Chapter 10. Practitioners’ perspectives 288
- Chapter 11. Teacher IDs and task adaptations 313
-
Section 7. Conclusion
- Chapter 12. Conclusion 346
- List of contributors 365
- Index 371
