Chapter 6. Task-based language teaching
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Goedele Vandommele
Abstract
The purpose of the study described in this chapter was to explore the classroom practices of teachers with varying degrees of experience in task-based language teaching (TBLT) while using a task-based syllabus. In particular, we wanted to assess the extent to which their actual classroom practices are in line with the main tenets of the task-based approach. We observed four teachers as they were team teaching in pairs during a two-week summer school for adolescent newcomers with high-beginner proficiency levels of Dutch. Results indicate that the classroom practices of both teaching teams lived up to the main principles of TBLT. On the whole, the classroom practice of the more experienced team of teachers was systematically rated higher. The classroom practice of the inexperienced team was found to be consistent with three out of the five principles that were rated, namely “Promote Learning by Doing”, “Focus on Form” and “Provide Input and Opportunities to Produce Output”. However, two other principles (“Provide Negative Feedback” and “Individualize Instruction”) were virtually absent in teachers’ use of tasks. The experienced team was found to implement some of the principles during all activities, while others seemed much more context-dependent. This study may deepen our insight into the different features of TBLT, in particular regarding core and more peripheral features of TBLT. Ultimately, it can guide qualitative training of teachers new to TBLT.
Abstract
The purpose of the study described in this chapter was to explore the classroom practices of teachers with varying degrees of experience in task-based language teaching (TBLT) while using a task-based syllabus. In particular, we wanted to assess the extent to which their actual classroom practices are in line with the main tenets of the task-based approach. We observed four teachers as they were team teaching in pairs during a two-week summer school for adolescent newcomers with high-beginner proficiency levels of Dutch. Results indicate that the classroom practices of both teaching teams lived up to the main principles of TBLT. On the whole, the classroom practice of the more experienced team of teachers was systematically rated higher. The classroom practice of the inexperienced team was found to be consistent with three out of the five principles that were rated, namely “Promote Learning by Doing”, “Focus on Form” and “Provide Input and Opportunities to Produce Output”. However, two other principles (“Provide Negative Feedback” and “Individualize Instruction”) were virtually absent in teachers’ use of tasks. The experienced team was found to implement some of the principles during all activities, while others seemed much more context-dependent. This study may deepen our insight into the different features of TBLT, in particular regarding core and more peripheral features of TBLT. Ultimately, it can guide qualitative training of teachers new to TBLT.
Chapters in this book
- 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
Chapters in this book
- 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
