Home Linguistics & Semiotics Chapter 5. Effects of task instructions on text processing and learning in a Japanese EFL college nursing setting
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Chapter 5. Effects of task instructions on text processing and learning in a Japanese EFL college nursing setting

  • Yukie Horiba and Keiko Fukaya
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Task-Based Language Teaching in Foreign Language Contexts
This chapter is in the book Task-Based Language Teaching in Foreign Language Contexts

Abstract

This study investigated the effect of task instructions on text processing and learning. Seventy limited L2 proficiency college nursing majors in a Japanese EFL context read a text in English and recalled the content of the text. Some students were told in advance to expect a recall task in a particular language which they later did in the same language (the L1-only and the L2-only conditions). Others were told to expect an L1 recall task which subsequently they were actually asked to do in the L2 (the L1-L2 condition). All students took an unplanned vocabulary test on unfamiliar words contained in the text. The results suggest that the L1-only condition enhanced content recall while the L2-only condition was more conducive to vocabulary acquisition, with the L1-L2 condition being ineffective on both measures. Results of the study are discussed in terms of resource allocation and levels of representations. An important contribution of this study is that it addresses major questions like ‘whether limited L2 proficiency learners can learn both content and language simultaneously in the L2’, and ‘how task conditions can influence students’ text processing capacity and subsequent learning’ in EFL within the principles of TBLT.

Abstract

This study investigated the effect of task instructions on text processing and learning. Seventy limited L2 proficiency college nursing majors in a Japanese EFL context read a text in English and recalled the content of the text. Some students were told in advance to expect a recall task in a particular language which they later did in the same language (the L1-only and the L2-only conditions). Others were told to expect an L1 recall task which subsequently they were actually asked to do in the L2 (the L1-L2 condition). All students took an unplanned vocabulary test on unfamiliar words contained in the text. The results suggest that the L1-only condition enhanced content recall while the L2-only condition was more conducive to vocabulary acquisition, with the L1-L2 condition being ineffective on both measures. Results of the study are discussed in terms of resource allocation and levels of representations. An important contribution of this study is that it addresses major questions like ‘whether limited L2 proficiency learners can learn both content and language simultaneously in the L2’, and ‘how task conditions can influence students’ text processing capacity and subsequent learning’ in EFL within the principles of TBLT.

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Preface xi
  4. Foreword xv
  5. Chapter 1. Introduction 1
  6. Section I. Variables affecting task-based language learning and performance
  7. Chapter 2. Effects of task complexity and pre-task planning on Japanese EFL learners’ oral production 23
  8. Chapter 3. Measuring task complexity 43
  9. Chapter 4. Effects of strategic planning on the accuracy of oral and written tasks in the performance of Turkish EFL learners 67
  10. Chapter 5. Effects of task instructions on text processing and learning in a Japanese EFL college nursing setting 89
  11. Chapter 6. Task structure and patterns of interaction 109
  12. Section II. Implementation of task-based language teaching
  13. Chapter 7. Patterns of corrective feedback in a task-based adult EFL classroom setting in China 137
  14. Chapter 8. Incidental learner-generated focus on form in a task-based EFL classroom 163
  15. Chapter 9. Qualitative differences in novice teachers’ enactment of task-based language teaching in Hong Kong primary classrooms 187
  16. Chapter 10. Implementing computer-assisted task-based language teaching in the Korean secondary EFL context 215
  17. Chapter 11. Task-based language teaching through film-oriented activities in a teacher education program in Venezuela 241
  18. Chapter 12. Task-based language teacher education in an undergraduate program in Japan 267
  19. Chapter 13. Incorporating a formative assessment cycle into task-based language teaching in a university setting in Japan 287
  20. Chapter 14. Language teachers’ perceptions of a task-based learning programme in a French University 313
  21. Epilogue. What is next for task-based language teaching?
  22. Chapter 15. TBLT in EFL settings 345
  23. About the contributors 359
  24. Index 363
https://doi.org/10.1075/tblt.4.08hor

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Preface xi
  4. Foreword xv
  5. Chapter 1. Introduction 1
  6. Section I. Variables affecting task-based language learning and performance
  7. Chapter 2. Effects of task complexity and pre-task planning on Japanese EFL learners’ oral production 23
  8. Chapter 3. Measuring task complexity 43
  9. Chapter 4. Effects of strategic planning on the accuracy of oral and written tasks in the performance of Turkish EFL learners 67
  10. Chapter 5. Effects of task instructions on text processing and learning in a Japanese EFL college nursing setting 89
  11. Chapter 6. Task structure and patterns of interaction 109
  12. Section II. Implementation of task-based language teaching
  13. Chapter 7. Patterns of corrective feedback in a task-based adult EFL classroom setting in China 137
  14. Chapter 8. Incidental learner-generated focus on form in a task-based EFL classroom 163
  15. Chapter 9. Qualitative differences in novice teachers’ enactment of task-based language teaching in Hong Kong primary classrooms 187
  16. Chapter 10. Implementing computer-assisted task-based language teaching in the Korean secondary EFL context 215
  17. Chapter 11. Task-based language teaching through film-oriented activities in a teacher education program in Venezuela 241
  18. Chapter 12. Task-based language teacher education in an undergraduate program in Japan 267
  19. Chapter 13. Incorporating a formative assessment cycle into task-based language teaching in a university setting in Japan 287
  20. Chapter 14. Language teachers’ perceptions of a task-based learning programme in a French University 313
  21. Epilogue. What is next for task-based language teaching?
  22. Chapter 15. TBLT in EFL settings 345
  23. About the contributors 359
  24. Index 363
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