Task-Based Language Teaching from the Teachers' Perspective

Insights from New Zealand

| The University of Auckland
HardboundAvailable
ISBN 9789027207210 | EUR 99.00 | USD 149.00
 
PaperbackAvailable
ISBN 9789027207227 | EUR 33.00 | USD 49.95
 
e-Book
ISBN 9789027281821 | EUR 99.00/33.00*
| USD 149.00/49.95*
 
Task-based language teaching (TBLT) is being encouraged as part of a major overhaul of the entire school languages curriculum in New Zealand. However, teachers often struggle with understanding what TBLT is, and how to make TBLT work in classrooms. Using the stories that emerged from a series of interviews with teachers (the curriculum implementers) and with advisors (the curriculum leaders), this book highlights the possibilities for TBLT innovation in schools. It also identifies the constraints, and proposes how these might be addressed. The result is a book that, whilst rooted in a particular local context, provides a valuable sourcebook of teacher stories that have relevance for a wide range of people working in a diverse range of contexts. This book will be of genuine interest to all those who wish to understand more about TBLT innovation, and the opportunities and challenges it brings.
[Task-Based Language Teaching, 3]  2012.  xix, 259 pp.
Publishing status: Available
Table of Contents
Preface
vii–x
Acknowledgments
xi–xiii
List of key acronyms
xv
1. TBLT in foreign language classrooms: Fundamental considerations
1–18
2. TBLT in New Zealand: Curriculum renewal
19–47
3. TBLT in New Zealand: Curriculum support
49–75
4. TBLT and communication
77–105
5. TBLT and language knowledge
107–134
6. TBLT and cultural knowledge
135–162
7. TBLT and assessment
163–190
8. TBLT in foreign language classrooms: Into the future
191–217
Postscript
219–222
Notes
223–226
References
227–239
Appendix 1. A note on the research project
241–246
Appendix 2. The National Certificate of Educational Achievement (current system)
247–248
Appendix 3. The values and key competencies of New Zealand’s revised curriculum
249–250
Appendix 4. The National Certificate of Educational Achievement (revised system)
251–254
Index
“The book, even though reporting on the findings of a study conducted in New Zealand, is an important contribution to literature on task-based language pedagogy world-wide. It is most appropriate for language teachers as well as students of language teaching, curriculum developers, teacher trainers, researchers in the field of language teaching and learning and generally all those who are interested in TBLT.”
“As Robinson notes, “it is still too soon to expect definitive answers” (p. 28) regarding L2 task complexity, learning, and performance. Nonetheless, this collection documents a broad spectrum of recent work motivated by the CH that seeks to inform theory and practice in task-based language teaching. Each section offers unique perspectives on task complexity, establishing its relevance to L2 instruction. These insights from a range of experts add to the volume’s overall quality. This book should therefore find a wide audience among graduate students, language teachers, and researchers.”
“Though the author reflects on potential shortcomings of qualitative research, such as its alleged subjectivity, in my view East actually succeeds in revealing the strengths of qualitative research. First, he prevents potential subjectivity through a careful justification and explanation of his research design in the first appendix (pp. 241-246) and throughout the text. Second, East succeeds in representing the voice of the practitioners, and to juxtapose the voice of the practitioners to theoretical approaches and policy. One could say that the author, in his research approach, reflects the dynamics of TBLT. As much as TBLT emancipates the learner and increases the autonomy of the learner, so too, this research no longer prioritizes theory and policy over practice, empirical researchers over practitioners, but rather puts them adjacent to each other. In doing so, East contributes significantly to overcoming the acknowledged gap between educational research and practice (for a more detailed discussion about this gap, see Zeichner, 2009). Finally, East’s skilled use of qualitative research enables him to highlight subtle dimensions of each topic and how they are dealt with in the various classrooms, based on specified explicit cases (see Chapter 5).These particular features of the book make it a valuable contribution, not only for the New Zealand context, but for anybody who has an interest in task-based foreign language learning and teaching and its intercultural aspects. Veterans may enjoy the overview of the theories and discussions in the field as they come across mention of theorists that are likely to have been meaningful to them at some point in their careers, such as Nunan (1989, 2004), Long (1985), and Krashen (1982, 1985). Newcomers to the field will benefit from the introduction to the field of language and intercultural learning, both in theory and practice, and will feel inspired by the many practical examples and teaching materials provided by the teachers in the interviews.”
“The book is likely to be one that many will consult and will find a wide readership, including university undergraduate and graduate students – those studying language teaching and related fields, especially trainees, policy makers, support teachers or advisors (curriculum leaders), practitioners interested in doing action research in the classroom, or readers who are simply researchers wanting to find out more on TBLT in other contexts.”
Cited by

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Ashton, Karen
2019. Approaches to teaching in the multi-level language classroom. Innovation in Language Learning and Teaching 13:2  pp. 162 ff. Crossref logo
Baralt, Melissa
2018.  In TBLT as a Researched Pedagogy [Task-Based Language Teaching, 12],  pp. 266 ff. Crossref logo
Bygate, Martin
2016. Sources, developments and directions of task-based language teaching. The Language Learning Journal 44:4  pp. 381 ff. Crossref logo
Bygate, Martin
2020. Some directions for the possible survival of TBLT as a real world project. Language Teaching 53:3  pp. 275 ff. Crossref logo
Bygate, Martin, John Norris & Kris Branden
2015.  In The Encyclopedia of Applied Linguistics,  pp. 1 ff. Crossref logo
Conway, Clare & Heather Richards
2018. ‘Lunchtimes in New Zealand are cruel’: reflection as a tool for developing language learners’ intercultural competence. The Language Learning Journal 46:4  pp. 371 ff. Crossref logo
East, Martin
2012. Addressing the intercultural via task-based language teaching: possibility or problem?. Language and Intercultural Communication 12:1  pp. 56 ff. Crossref logo
East, Martin
2014. Encouraging innovation in a modern foreign language initial teacher education programme: What do beginning teachers make of task-based language teaching?. The Language Learning Journal 42:3  pp. 261 ff. Crossref logo
East, Martin
2014. Mediating pedagogical innovation via reflective practice: a comparison of pre-service and in-service teachers’ experiences. Reflective Practice 15:5  pp. 686 ff. Crossref logo
East, Martin
2015.  In Second and Foreign Language Education,  pp. 1 ff. Crossref logo
East, Martin
2015. Taking communication to task – again: what difference does a decade make?. The Language Learning Journal 43:1  pp. 6 ff. Crossref logo
East, Martin
2016.  In Assessing Foreign Language Students’ Spoken Proficiency [Educational Linguistics, 26],  pp. 1 ff. Crossref logo
East, Martin
2016.  In Assessing Foreign Language Students’ Spoken Proficiency [Educational Linguistics, 26],  pp. 25 ff. Crossref logo
East, Martin
2016.  In Assessing Foreign Language Students’ Spoken Proficiency [Educational Linguistics, 26],  pp. 51 ff. Crossref logo
East, Martin
2016.  In Assessing Foreign Language Students’ Spoken Proficiency [Educational Linguistics, 26],  pp. 77 ff. Crossref logo
East, Martin
2016.  In Assessing Foreign Language Students’ Spoken Proficiency [Educational Linguistics, 26],  pp. 189 ff. Crossref logo
East, Martin
2017.  In Second and Foreign Language Education,  pp. 85 ff. Crossref logo
East, Martin
2017. Research into practice: The task-based approach to instructed second language acquisition. Language Teaching 50:3  pp. 412 ff. Crossref logo
East, Martin
2018.  In TBLT as a Researched Pedagogy [Task-Based Language Teaching, 12],  pp. 24 ff. Crossref logo
East, Martin
2019. Sustaining innovation in school modern foreign language programmes: teachers’ reflections on task-based language teaching three years after initial teacher education. The Language Learning Journal 47:1  pp. 105 ff. Crossref logo
East, Martin
2020.  In Toward a Reconceptualization of Second Language Classroom Assessment [Educational Linguistics, 41],  pp. 221 ff. Crossref logo
East, Martin
2020. What do beginning teachers make of task-based language teaching? A comparative re-production of East (2014). Language Teaching  pp. 1 ff. Crossref logo
Egbert, Joy, Seyed Abdollah Shahrokni, Xue Zhang, David Herman, Intissar Yahia, Adnan Mohamed, Faraj M. Aljarih, Chioma Ezeh, Nataliia Borysenko & Sonia Lopez-Lopez
2020.  In Recent Developments in Technology-Enhanced and Computer-Assisted Language Learning [Advances in Educational Technologies and Instructional Design, ],  pp. 1 ff. Crossref logo
Ellis, Rod, Peter Skehan, Shaofeng Li, Natsuko Shintani & Craig Lambert
2019.  In Task-Based Language Teaching, Crossref logo
Erlam, Rosemary
2016. ‘I’m still not sure what a task is’: Teachers designing language tasks. Language Teaching Research 20:3  pp. 279 ff. Crossref logo
FERYOK, ANNE & JO ORANJE
2015. Adopting a Cultural Portfolio Project in Teaching German as a Foreign Language: Language Teacher Cognition as a Dynamic System. The Modern Language Journal 99:3  pp. 546 ff. Crossref logo
Gurzynski-Weiss, Laura
2016. Spanish instructors’ operationalisation of task complexity and task sequencing in foreign language lessons. The Language Learning Journal 44:4  pp. 467 ff. Crossref logo
Gurzynski-Weiss, Laura, Avizia Yim Long & Megan Solon
2017. TBLT AND L2 PRONUNCIATION. Studies in Second Language Acquisition 39:2  pp. 213 ff. Crossref logo
Howard, Jocelyn, Constanza Tolosa, Christine Biebricher & Martin East
2019. Shifting conceptualisations of foreign language teaching in New Zealand: students’ journeys towards developing intercultural capability. Language and Intercultural Communication 19:6  pp. 555 ff. Crossref logo
Jackson, Daniel O. & Alfred Rue Burch
2017. Complementary Theoretical Perspectives on Task-Based Classroom Realities. TESOL Quarterly 51:3  pp. 493 ff. Crossref logo
Khoram, Alireza & Zuochen Zhang
2019. The impact of task type and pre-task planning condition on the accuracy of intermediate EFL learners’ oral performance. Cogent Education 6:1 Crossref logo
Long, Michael H.
2016. In Defense of Tasks and TBLT: Nonissues and Real Issues. Annual Review of Applied Linguistics 36  pp. 5 ff. Crossref logo
Norris, John M.
2016. Current Uses for Task-Based Language Assessment. Annual Review of Applied Linguistics 36  pp. 230 ff. Crossref logo
Oliver, Rhonda & Tatiana Bogachenko
2018.  In TBLT as a Researched Pedagogy [Task-Based Language Teaching, 12],  pp. 72 ff. Crossref logo
Peng, Yue & Jamie S. Pyper
2019. Finding success with pedagogical innovation: A case from CSL teachers’ experiences with TBLT. Language Teaching Research  pp. 136216881986213 ff. Crossref logo
Samuda, Virginia, Martin Bygate & Kris Van den Branden
2018.  In TBLT as a Researched Pedagogy [Task-Based Language Teaching, 12],  pp. 2 ff. Crossref logo
Shakhsi Dastgahian, Elahe, Marianne Turner & Janet Scull
2019. Task-based Pedagogies in Iran: The Relationship between Oracy and Literacy. RELC Journal  pp. 003368821984593 ff. Crossref logo
Silver, Rita Elaine, Xiao Lan Curdt-Christiansen, Roksana Bibi Binte Abdullah, Seetha Lakshmi & Yanning Yang
2016.  In Quadrilingual Education in Singapore [Education Innovation Series, ],  pp. 153 ff. Crossref logo
Taguchi, Naoko & YouJin Kim
2018.  In Task-Based Approaches to Teaching and Assessing Pragmatics [Task-Based Language Teaching, 10],  pp. 2 ff. Crossref logo
Tao, Youlan
2013. Dr. Martin East: Task-Based Language Teaching from the Teachers’ Perspective: Insights from New Zealand.. Babel 59:3  pp. 388 ff. Crossref logo
Van den Branden, Kris
2016. The Role of Teachers in Task-Based Language Education. Annual Review of Applied Linguistics 36  pp. 164 ff. Crossref logo
Winke, Paula
2014.  In Technology-mediated TBLT [Task-Based Language Teaching, 6],  pp. 263 ff. Crossref logo
Yasuda, Sachiko
2017. Toward a Framework for Linking Linguistic Knowledge and Writing Expertise: Interplay Between SFL-Based Genre Pedagogy and Task-Based Language Teaching. TESOL Quarterly 51:3  pp. 576 ff. Crossref logo
Zheng, Xinmin & Simon Borg
2014. Task-based learning and teaching in China: Secondary school teachers’ beliefs and practices. Language Teaching Research 18:2  pp. 205 ff. Crossref logo
Zhu, Yan
2020. Implementing tasks in young learners’ language classrooms: A collaborative teacher education initiative through task evaluation. Language Teaching Research  pp. 136216881989470 ff. Crossref logo
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2017. Implementing foreign language curriculum innovation in a Chinese secondary school: An ethnographic study on teacher cognition and classroom practices. System 66  pp. 100 ff. Crossref logo

This list is based on CrossRef data as of 03 july 2020. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

Subjects
BIC Subject: CJA – Language teaching theory & methods
BISAC Subject: LAN020000 – LANGUAGE ARTS & DISCIPLINES / Study & Teaching
U.S. Library of Congress Control Number:  2011037316