1 / 21

Teachers’ Learning and Adaptation of TBLT in the ESL Context

Teachers’ Learning and Adaptation of TBLT in the ESL Context. Kangxian Zhao University of Toronto kangxian.zhao@utoronto.ca 09-14-2009, Lancaster, UK. Overview. Recent Literature Current Study Discussion Limitations and Future Directions. Recent Literature.

hector-townsend
Télécharger la présentation

Teachers’ Learning and Adaptation of TBLT in the ESL Context

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Teachers’ Learning and Adaptation of TBLT in the ESL Context Kangxian Zhao University of Toronto kangxian.zhao@utoronto.ca 09-14-2009, Lancaster, UK

  2. Overview • Recent Literature • Current Study • Discussion • Limitations and Future Directions

  3. Recent Literature • Gatbonton & Gu (1994): Chinese NNS EFL teachers in Beijing • Carless (2003, 2004): Hong Kong teachers’ difficulties involved in implementing TBLT in primary schools • Carless (2007): Suitability of TBLT for secondary schools in Hong Kong • Jeon & Hahn (2006): Korean teachers’ perceptions of TBLT • Watson Todd, R. (2006): NNS teachers in Thailand • McDonough & Chaikitmongkol (2007): teachers and learners’ reactions to a TBLT course in Thailand

  4. Recent Literature • Lack of comparable studies on NS teachers • Impression: Avoiding or adapting or not comprehending TBLT = professional trait of NNS teachers? • All is well with NS teachers & TBLT?

  5. Current Study • Qualitative study • Six NS & 1 NNS Canadian ESL teachers & teacher educators • Narrative inquiry Approach • Semi-structured Interviews • Classroom Observations • Follow-up Interviews • Native Speaker (NS) English as a Second Language (ESL) teachers’ learning and teaching experiences of TBLT in the Canadian context

  6. Research Participants

  7. Learning TBLT Bridget: I kind of ran into task-based (14 years ago). Task-based was one of the principles of the TESL training program... My first hands on experience with TBLT was after I came back to Canada (3 years ago)…I’ve done a little bit of research on Task-based (in my Master’s study)

  8. Learning TBLT • I was introduced to Task-Based when I was in New Zealand (5 years ago). (Cynthia) • I learned TBLT in a diploma course in Poland…And I was at the network of the schools, international high school organization, so there are 140 schools, in 40 countries…Everything I know is from them. (David)

  9. Learning TBLT Frank’s experience with TBLT • Teaching EFL for seven years • No training before teaching • Started teaching with a textbook and a “teacher’s book” • Returned to Canada for Family reason • TESL training after teaching for 10 years: TBLT

  10. Bridget’s Frustration I find some difficulty with it…once the task is finished, and then you do the language work, what do you do next? Okay, you are supposed to give them…well, have they finish the task? Well they’ve already done it. They communicated. The communication might not have been pretty, it might not have been accurate, but it was accomplished. Why would they want to go and do it all over again? …So it is great to focus on the language afterwards, but my feeling is… and my experience has been…they do want to know at the beginning how they are supposed to say something, and there is a higher level of frustration with students who don’t have guidelines, or they don’t have any language suggestion on how to accomplish a task?

  11. One Framework of TBLT • Adapted from Willis (1996) • (1) Pre-Task Language Activities • (2) Task (or tasks) • (3) Planning (the representation of task completion or process) • (4) Report / Presentation / Performance / etc. • (5) Focus on Form Exercises … • (6) Evaluation (throughout)

  12. Bridget’s Adaptation First I stuck with task-based. Give it a try, do it this way. But you know what? Why am I putting them through that? Why am I putting me through that? You know, I just say, okay, I try it in a different way. I will give you a list of phrases before we try the task. I am not going to tell them that this is…I just thought okay, this is what I am going to do. And it is part of my lesson plan. To elicit before hand. And then have them work on the task.

  13. Frank’s Concern My concern is students’ interactions with each other. (I see myself) as a model for their language use…I remember in university, always, there is a reliance on the professor. All questions are directed at the professors. … the students aren’t supposed to be doing like this. Not this way. And it has taken me a long time to… and I still fight against it because I think I like to be involved with it. But my director of study at the school, she’s often said, in the last couple years, yeah, just leave the room, if they are doing something, a task. And you trust them if they are mature enough, leave the room, and let them complete the task. And then you assess the task later. And that seems to be like a foreign thing to me. Because I am thinking that the students pay money, then they expect to see the teacher.

  14. Observation Notes • Bridget gave a list of words and phrases before “task” • Cynthia changed her lesson plan because of my visit. She did a “a test-teach-test lesson.” • Cynthia liked to give detailed explanation and clear instruction of grammar during and after task. • David demonstrated a TBLT lesson • In addition to TBLT, Frank taught according to his own beliefs (e.g., dictation)

  15. Discussion: Task Repetition Research literature Current Study Well they’ve already done it, they communicated. The communication might not have been pretty, it might not have been accurate, but it was accomplished. Why would they want to go and do it all over again? (Bridget) • Previous experience of a task can have effect on subsequent performance (more complex, more fluent) and task repetition might enable students to shift their attention from meaning to form (Bygate, 2009)

  16. Discussion: Different versions of TBLT Research Literature Current Study A weak version of TBLT • A strong version of TBLT & a weak version of TBLT (Skehan, 2003) • “a weak version of task-based teaching is likely to be most suitable ...” (Carless, 2007)

  17. Discussion: Difficulty with TBLT Research Literature Current Study Student interactions Students’ proficiency NS teachers Teacher beliefs • Classroom management • Avoidance of English • NNS Teachers’ English proficiency • Teachers lack of knowledge of TBLT • Conflict with educational values and traditions (Littlewood, 2009)

  18. Conclusion • Teachers learn TBLT during TESL training and ESL teaching • Some NS teachers struggle with, resist, or adapt TBLT in ways that are similar to those of NNS teachers, as reported in research literature • Both NS and NNS teachers may adapt TBLT in ways that might not be congruent with the theoretical underpinnings of a certain version of TBLT • Downplaying language or speaker identity as a factor • Research v.s. Classroom practice

  19. Limitations & Future Directions • Small sample • Contextual factors • “Truth” • Bigger sample • In-depth investigation • In different provinces • NNS in ESL Context • NS in EFL Context

  20. Reference • Bygate, M. (2009). “Chapter 12. Effects of task repetition on the structure and control of oral language”. In K. Van den Branden, M. Bygate & J. Norris (eds.), Task-based language teaching: A reader (249–274). Amsterdam:John Benjamins. • Carless, D. (2003). Factors in the implementation of task-based teaching primary schools. System, 31(4), 485-500. • Carless, D. (2004). Issues in teacher's reinterpretation of a task-based innovation in primary schools. TESOL Quarterly, 38(4), 639-661. • Carless, D. (2007). The suitability of task-based approaches for secondary schools: perspectives from Hong Kong. System, 35, 595-608. • Gatbonton, E., & Gu, G. (1994). Preparing and implementing a task-based ESL curriculum in an EFL setting: Implications for theory and practice. TESL Canada Journal, 11(2), 9-29. • Jeon, I. J., & Hahn, J. W. (2006). Exploring EFL teachers’ perceptions of task-based language teaching: A case study of Korean secondary school classroom practice. Asian EFL Journal. Retrieved May 3, 2006, from http://www.asian-efl-journal.com/March_06_ijj.php • Littlewood, W. (2009). Communicative and task-based language teaching in East Asia classrooms. Language Teaching, 40, 243-249. • McDonough, K., & Chaikitmongkol, W. (2007). Teachers’ and learners’ reactions to a task-based EFL course in Thailand. TESOL Quarterly, 41(1), 107-132. • Skehan, P. (2003). Task-based instruction. Language Teaching, 36, 1-14. • Watson Todd, R. (2006). Continuing change after the innovation. System, 34, 1-14. • Willis, J. (1996) A Framework for Task-Based Learning, Harlow, UK: Longman Addison- Wesley.

  21. Thank you!

More Related