John Benjamins Publishing Company
Chapter 12. Task-based language teacher education in an undergraduate program in Japan
Abstract
Task-based language teacher education can assist participants in adopting (a) roles and responsibilities based on their needs, (b) collaborative approaches to professional development, and (c) communicative language teaching practices. The classroom study presented in this chapter examines aspects of novice teacher cognition among 15 participants in a one-semester, task-based, undergraduate seminar on language teaching methods. A mixed-methods investigation included retrospective comments, classroom discourse, and survey results as data on the effectiveness of the task-based teacher education approach. Findings of the study indicated that seminar participants both gained and shared knowledge related to teaching practice through classroom tasks. In addition, participants and their peers rated various recommended instructional practices from the task-based language teaching (TBLT) literature highly. The chapter discusses the potential of task-based teacher training to support curricular innovation initiatives like TBLT designed to enhance language education in the Japanese EFL setting.
Abstract
Task-based language teacher education can assist participants in adopting (a) roles and responsibilities based on their needs, (b) collaborative approaches to professional development, and (c) communicative language teaching practices. The classroom study presented in this chapter examines aspects of novice teacher cognition among 15 participants in a one-semester, task-based, undergraduate seminar on language teaching methods. A mixed-methods investigation included retrospective comments, classroom discourse, and survey results as data on the effectiveness of the task-based teacher education approach. Findings of the study indicated that seminar participants both gained and shared knowledge related to teaching practice through classroom tasks. In addition, participants and their peers rated various recommended instructional practices from the task-based language teaching (TBLT) literature highly. The chapter discusses the potential of task-based teacher training to support curricular innovation initiatives like TBLT designed to enhance language education in the Japanese EFL setting.
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
