John Benjamins Publishing Company
Chapter 9. Qualitative differences in novice teachers’ enactment of task-based language teaching in Hong Kong primary classrooms
Abstract
Diverse aspects of task-based language teaching (TBLT) and learning have been researched for more than two decades. While there is much theoretical discussion concerning the definition of tasks and how tasks should be designed and implemented, there is as yet only limited understanding of how TBLT is actually enacted in authentic classrooms. This study investigated how TBLT was enacted in primary ESL classrooms in Hong Kong, focusing on the way teachers manage the linguistic, cognitive, and interactional demands of tasks. Adopting a multiple-case study approach, the data set included a total of 20 lessons taught by four teachers on the same topic, individual lesson plans and teaching materials, as well as interviews with these teachers. Tasks completed by the students were also collected and analysed. Findings of the study showed that teachers differed in enacting TBLT in their classrooms along six dimensions: (1) strategic use of visual support to manage task demands; (2) contextualizing input to make connections between old and new knowledge; (3) simultaneous attention to task demands for progression in complexity; (4) provision of scaffolding through task sequencing and adjustment of task variables; (5) creating conditions for noticing form and salient features; and (6) creating conditions for restructuring to occur. These findings imply that what is most important in shaping learning in the TBLT classroom is not the task per se, but rather the interweaving of pedagogic strategies at various levels of complexity as teachers respond to students’ needs in the immediacy of the classroom environment.
Abstract
Diverse aspects of task-based language teaching (TBLT) and learning have been researched for more than two decades. While there is much theoretical discussion concerning the definition of tasks and how tasks should be designed and implemented, there is as yet only limited understanding of how TBLT is actually enacted in authentic classrooms. This study investigated how TBLT was enacted in primary ESL classrooms in Hong Kong, focusing on the way teachers manage the linguistic, cognitive, and interactional demands of tasks. Adopting a multiple-case study approach, the data set included a total of 20 lessons taught by four teachers on the same topic, individual lesson plans and teaching materials, as well as interviews with these teachers. Tasks completed by the students were also collected and analysed. Findings of the study showed that teachers differed in enacting TBLT in their classrooms along six dimensions: (1) strategic use of visual support to manage task demands; (2) contextualizing input to make connections between old and new knowledge; (3) simultaneous attention to task demands for progression in complexity; (4) provision of scaffolding through task sequencing and adjustment of task variables; (5) creating conditions for noticing form and salient features; and (6) creating conditions for restructuring to occur. These findings imply that what is most important in shaping learning in the TBLT classroom is not the task per se, but rather the interweaving of pedagogic strategies at various levels of complexity as teachers respond to students’ needs in the immediacy of the classroom environment.
Chapters in this book
- Prelim pages i
- Table of contents v
- Preface xi
- Foreword xv
- Chapter 1. Introduction 1
-
Section I. Variables affecting task-based language learning and performance
- Chapter 2. Effects of task complexity and pre-task planning on Japanese EFL learners’ oral production 23
- Chapter 3. Measuring task complexity 43
- Chapter 4. Effects of strategic planning on the accuracy of oral and written tasks in the performance of Turkish EFL learners 67
- Chapter 5. Effects of task instructions on text processing and learning in a Japanese EFL college nursing setting 89
- Chapter 6. Task structure and patterns of interaction 109
-
Section II. Implementation of task-based language teaching
- Chapter 7. Patterns of corrective feedback in a task-based adult EFL classroom setting in China 137
- Chapter 8. Incidental learner-generated focus on form in a task-based EFL classroom 163
- Chapter 9. Qualitative differences in novice teachers’ enactment of task-based language teaching in Hong Kong primary classrooms 187
- Chapter 10. Implementing computer-assisted task-based language teaching in the Korean secondary EFL context 215
- Chapter 11. Task-based language teaching through film-oriented activities in a teacher education program in Venezuela 241
- Chapter 12. Task-based language teacher education in an undergraduate program in Japan 267
- Chapter 13. Incorporating a formative assessment cycle into task-based language teaching in a university setting in Japan 287
- Chapter 14. Language teachers’ perceptions of a task-based learning programme in a French University 313
-
Epilogue. What is next for task-based language teaching?
- Chapter 15. TBLT in EFL settings 345
- About the contributors 359
- Index 363
Chapters in this book
- Prelim pages i
- Table of contents v
- Preface xi
- Foreword xv
- Chapter 1. Introduction 1
-
Section I. Variables affecting task-based language learning and performance
- Chapter 2. Effects of task complexity and pre-task planning on Japanese EFL learners’ oral production 23
- Chapter 3. Measuring task complexity 43
- Chapter 4. Effects of strategic planning on the accuracy of oral and written tasks in the performance of Turkish EFL learners 67
- Chapter 5. Effects of task instructions on text processing and learning in a Japanese EFL college nursing setting 89
- Chapter 6. Task structure and patterns of interaction 109
-
Section II. Implementation of task-based language teaching
- Chapter 7. Patterns of corrective feedback in a task-based adult EFL classroom setting in China 137
- Chapter 8. Incidental learner-generated focus on form in a task-based EFL classroom 163
- Chapter 9. Qualitative differences in novice teachers’ enactment of task-based language teaching in Hong Kong primary classrooms 187
- Chapter 10. Implementing computer-assisted task-based language teaching in the Korean secondary EFL context 215
- Chapter 11. Task-based language teaching through film-oriented activities in a teacher education program in Venezuela 241
- Chapter 12. Task-based language teacher education in an undergraduate program in Japan 267
- Chapter 13. Incorporating a formative assessment cycle into task-based language teaching in a university setting in Japan 287
- Chapter 14. Language teachers’ perceptions of a task-based learning programme in a French University 313
-
Epilogue. What is next for task-based language teaching?
- Chapter 15. TBLT in EFL settings 345
- About the contributors 359
- Index 363
