Chapter 4. The challenges of integrating focus on form within tasks
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Andreas Müller-Hartmann
Abstract
This chapter draws on findings from a collaborative national research project in Germany on language learning tasks. Following unsatisfactory Programme for International Student Assessment (PISA) results, the National Institute for Developing Quality in Education (IQB)1 commissioned a national classroom-based research program to explore the potential of language learning tasks. The research was carried out in collaboration with practising EFL secondary school teachers and their students. Based on the concept of Exploratory Practice, we collaborated with twenty teachers for three years to develop competences in designing, implementing, and reflecting on tasks and researching the process. Teachers learned how to document, reflect on, and share their experiences in video-recorded case studies, which included the perspectives of their learners, participating colleagues, and researchers. Data analysis showed that the question on whether, when, and how to integrate a focus on form (FonF) in task-supported language learning (TSLL) is a central issue. In the chapter we will show how the approach of Exploratory Practice allowed teachers to develop competences in this area and the insights we gained on ways of integrating FonF within tasks.
Abstract
This chapter draws on findings from a collaborative national research project in Germany on language learning tasks. Following unsatisfactory Programme for International Student Assessment (PISA) results, the National Institute for Developing Quality in Education (IQB)1 commissioned a national classroom-based research program to explore the potential of language learning tasks. The research was carried out in collaboration with practising EFL secondary school teachers and their students. Based on the concept of Exploratory Practice, we collaborated with twenty teachers for three years to develop competences in designing, implementing, and reflecting on tasks and researching the process. Teachers learned how to document, reflect on, and share their experiences in video-recorded case studies, which included the perspectives of their learners, participating colleagues, and researchers. Data analysis showed that the question on whether, when, and how to integrate a focus on form (FonF) in task-supported language learning (TSLL) is a central issue. In the chapter we will show how the approach of Exploratory Practice allowed teachers to develop competences in this area and the insights we gained on ways of integrating FonF within tasks.
Kapitel in diesem Buch
- Prelim pages i
- Table of contents v
- Series editors’ preface vii
- Introduction 1
- Chapter 1. How do beginning teachers conceptualise and enact tasks in school foreign language classrooms? 23
- Chapter 2. Teacher transformation of textbook tasks in Vietnamese EFL high school classrooms 51
- Chapter 3. Teacher perceptions and use of tasks in school ESL classrooms 71
- Chapter 4. The challenges of integrating focus on form within tasks 97
- Chapter 5. Optimal conditions for TBLT? 131
- Chapter 6. Task-based language teaching 165
- Chapter 7. Researching TBLT for young, beginner learners in Japan 199
- Chapter 8. Promoting learning from second language speaking tasks 213
- Chapter 9. Tasks in the pedagogic space 235
- Chapter 10. Becoming a task-based teacher educator 265
- About the authors 287
- Index 291
Kapitel in diesem Buch
- Prelim pages i
- Table of contents v
- Series editors’ preface vii
- Introduction 1
- Chapter 1. How do beginning teachers conceptualise and enact tasks in school foreign language classrooms? 23
- Chapter 2. Teacher transformation of textbook tasks in Vietnamese EFL high school classrooms 51
- Chapter 3. Teacher perceptions and use of tasks in school ESL classrooms 71
- Chapter 4. The challenges of integrating focus on form within tasks 97
- Chapter 5. Optimal conditions for TBLT? 131
- Chapter 6. Task-based language teaching 165
- Chapter 7. Researching TBLT for young, beginner learners in Japan 199
- Chapter 8. Promoting learning from second language speaking tasks 213
- Chapter 9. Tasks in the pedagogic space 235
- Chapter 10. Becoming a task-based teacher educator 265
- About the authors 287
- Index 291
