Chapter published in:
TBLT as a Researched PedagogyEdited by Virginia Samuda, Kris Van den Branden and Martin Bygate
[Task-Based Language Teaching 12] 2018
► pp. 98–129
Chapter 4. The challenges of integrating focus on form within tasks
Findings from a classroom research project in secondary EFL classrooms
Andreas Müller-Hartmann | Heidelberg University of Education
Marita Schocker | Freiburg University of Education
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.
Published online: 01 November 2018
https://doi.org/10.1075/tblt.12.05har
https://doi.org/10.1075/tblt.12.05har
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