Contemporary Task-Based Language Teaching in Asia: Contemporary Studies in Linguistics

✍ Scribed by Michael Thomas; Hayo Reinders (editors)

• Publisher: Bloomsbury Academic
• Year: 2015
• Tongue: English
• Leaves: 417
• Category: Library

✦ Synopsis

Over the last decade task-based approaches to language learning and teaching (TBLT) have become a global focus of increased levels of research. Governments around the world have turned to TBLT as a potential solution for curricula that lack authentic and meaningful engagement with language learning and are failing to motivate students as a result. This book focuses on Asia, where this shift has been particularly in evidence. TBLT has often been implemented in top-down approaches to curriculum development, which presents a huge range of challenges at the cultural as well as the pedagogic level.
Contemporary Task Based Language Teaching in Asia looks at the drivers, stakeholders and obstacles across the region. Some countries have adapted TBLT to deal with the local constraints, others have found it hard to apply and many are still in the process of investigating its implementation in their specific contexts. This collection is important to all involved in language development, from curriculum reform to materials development. It assists from programme evaluation to the setting of assessment standards. The chapters cover all aspects of language education across Asia, from primary to tertiary, private and public education, as well as innovations at local, regional and national levels.

✦ Table of Contents

Cover page
Halftitle page
Series page
Title page
Copyright page
CONTENTS
FIGURES
TABLES
ABBREVIATIONS
FOREWORD
References
NOTES ON CONTRIBUTORS
1 Introduction
References
PART ONE The South-East Asiancontext
Introduction
References
2 Task-Based Language Teachingin the Asian Context: Where Are We Now and Where Are We Going?
Summary
Introduction
Challenges reported in research studies on TBLT in Asia
Are the reported challenges unique to the Asian context?
Future directions of research onTBLT in Asian contexts
Conclusion
References
3 Exploring Ways to Accommodate Task- Based Language Teaching in Chinese Schools
Summary
Introduction
Current approaches to communicative and task- based language teaching
The study: The reality of TBLT in China
The realistic world of coordinators, teachers and students
Discussion
Refl ections on accommodating TBLT in Chinese schools
Conclusions
Notes
References
4 Bridging Communicative Language Teaching and Task-Based Language Teaching in Cambodia:
Summary
Introduction
English language teaching in Cambodia
TESOL approaches: Rationale for CLT and TBLT in Cambodia
Institutional context
Integrated CLT and TBLT programme design
Data collection
Results and discussion
Challenges and possibilities
References
PART TWO Focusing on thelearner
Introduction
References
5 ‘Old Wine in New Bottles’: Two Case Studies of Task-Based Language Teaching in Vietnam
Summary
Introduction
Defi nition of ‘task’
Implementation of TBLT
Context of the studies
Findings 1
Discussion
Conclusion
Appendix 5.1
Appendix 5.2
Notes
References
6 Task-Based Language Teaching in the Primary Schools of South China
Summary
Introduction
The intended TBLT innovation
ELT in the primary schools of South China
Research design
TBLT implemented in the primary schools of South China
Factors shaping TBLT practices in the primary schools of South China
Discussion
Conclusion
Notes
References
7 Significant Task-Based Learning: Empowering Students with Position Search Skills in a University in Singapore
Summary
Introduction
Significant learning experiences in university
The position search segment
Conclusion
References
8 Teaching the Teachers: Task-Based Teacher Training in Asia
Summary
Theories of learning and teaching
Planning the workshop
Tasks for participants
Course outcomes
Conclusion
References
PART THREE Teachers ’perspectives
Introduction
References
9 Teachers’ Perceived Difficulty in Implementing TBLT in China
Summary
Introduction
Background: TBLT in China
Language teaching methods
The present study
Discussion
Implications of the study
Conclusion
Appendix 9.1
Appendix 9.2
Notes
References
10 Gaining Acceptance of Task-Based Teaching during Malaysian Rural In-Service Teacher Training
Summary
Introduction
Task- based features: Communication versus form
Background to in-service research
A needs analysis and the context of teacher education
Contextualizing pedagogic change in Malaysian rural teachers’ needs
The role of national examinations and choosing tasks
Change through experiencing transferable tasks
Researching the acceptance of novel classroom techniques
Accepting tasks by doing: The loop input approach
Task- based language teaching and Malaysian plurilingualism
Implications learnt from teacher education techniques which foster acceptance
References
11 Preparing for Tasks in Vietnamese EFL High School Classrooms:
Summary
Introduction
Investigating pre-task work in TBLT
Pre-task work at a Vietnamese high school
The emerging picture of pre-task work
Conclusion
Notes
References
PART FOUR Tasks and technology
Introduction
References
12 Language Learning Performance Using Engineering-Based Tasks via Text Chat
Summary
Introduction
The Performance Task and TBLT
Learner interaction during tasks performance
Task complexity in L2 learning
Tasks performance in text chat
Research approach
Task complexity and L2 learning opportunities
Pedagogical implications
Conclusion and suggestions for further research direction
Notes
References
13 Employing Online Chat to Resolve Task-Based Activities:
Summary
Introduction
Task designs
Value of refl ective activities
Computer technology in a task- based world
Cultural and intercultural dimensions of computer-mediated tasks
Aims of the research
Methodology
Results and discussion
Conclusion
References
14 A Digital Shift is Not Enough: Cultural, Pedagogical and Institutional Challenges to Technology-Mediated Task-Based Learning in Japan
Summary
Introduction
English language education in Japan
TBLT in Japan
ICT policies in Japan
Conclusion
References
15 A Trade- off in Learning: Mobile Augmented Reality for Language Learning
Summary
Introduction
Literature review
Methodology
Findings and discussion
Recommendations and conclusion
Notes
References
PART FIVE Materials andcurriculum design
Introduction
References
16 A Needs Analysis for a Korean Middle School EFL General English Curriculum
Summary
Introduction
Review of needs analysis literature
The study: Korean EFL classroom needs analysis
Student and teacher perceptions: the need for both accuracy and fl uency
Survey data
Results of the teacher and student survey
Discussion
Conclusion
References
17 Materials Design for TBLT in Thailand:
Summary
Introduction
Why a task- based curriculum?
The first phase of the curriculum
The second phase of the curriculum
The third phase of the curriculum
Implications for tasks used
Conclusion
References
18 Designing and Implementing Task-Based Vocational English Materials:
Summary
Introduction
Vocational English
Defi nitions of Text and Language and Task and Context
Factors impacting the implementation of TBA in the Vocational Education landscape
Research method
Findings and discussion
Conclusion
Appendix 18.1. Sample teaching materials
References
19 The Effects of an Output- based Task on Subsequent Aural Input in a Japanese University Setting
Summary
Introduction
Text reconstruction tasks in SLA research
Our study
Findings
Discussion
Appendices
Note
References
20 TBLT Materials and Curricula: From Theory to Practice
Summary
Materials design
Issues of materials design
Curriculum design
Conclusion
References
PART SIX Assessment andevaluation
Introduction
References
21 Task- Based Assessment for Young Learners:
Summary
Introduction
Cultures of assessment: From assessment of learning to assessment for learning
Cultures of assessment: From assessment of learning to assessment for learning
Formats of task- based pair- assessment in the classroom: IA and PA
A case study on the role of teachers in TBLA
Interactions during the TBLA found in the study
Discussion
Conclusion
Notes
22 Teachers’ Adaptations of TBLT: The Hong Kong Story
Summary
Introduction
Framework: Mutual adaptation perspectiveson change
Local development of TBLT
Examples of the implementation of tasks
Discussion
Conclusions and implications
References
Epilogue
Note
References
INDEX