본문 바로가기
KERD
논문KCI 등재

The Socio-Cultural Suitability of Task-based Instruction in Japan: Through the Lens of Learners

Yumiko Cochrane
아시아테플 (AsiaTEFL (The Asian Association of Teachers of English As a Foreign Language))|2021.07|Journal of Asia TEFL|제18권 제2호|pp. 422-437

1

조회

0

다운로드

1

인용

0

참고문헌

키워드

English educationJapanese EFL contextTask-based instructionlearner-centered approach

초록

This article reports the findings of an action research project, which investigated how university students would respond to Task-based Instruction (TBI), with the primary aim to examine its socio-cultural appropriateness in the Japanese EFL context. The study employed a hybrid form of task-based and textbook-focused instruction in English classes at the tertiary level. A survey was administered to collect student feedback, which was examined qualitatively using thematic analysis. The analysis revealed that a majority of students positively viewed TBI in terms of main themes that emerged from the data: Social Skills Building; Personal Development; Future Usefulness, with English Learning as a common sub-theme. Pedagogical implications, as well as suggestions for further research, are discussed based on these findings.

Abstract

This article reports the findings of an action research project, which investigated how university students would respond to Task-based Instruction (TBI), with the primary aim to examine its socio-cultural appropriateness in the Japanese EFL context. The study employed a hybrid form of task-based and textbook-focused instruction in English classes at the tertiary level. A survey was administered to collect student feedback, which was examined qualitatively using thematic analysis. The analysis revealed that a majority of students positively viewed TBI in terms of main themes that emerged from the data: Social Skills Building; Personal Development; Future Usefulness, with English Learning as a common sub-theme. Pedagogical implications, as well as suggestions for further research, are discussed based on these findings.

참고문헌 (58)

  1. Akerlind, G., "Enhancing learning through technology: When students resist the change", Proceedings of ASCILITE, 95 (1995)
  2. Anderson, J., "Why practice makes perfect sense : The past, present and potential future of the PPP paradigm in language teacher education", Practice, 19, pp.14~22 (2016)
  3. Braun, V., "Using thematic analysis in psychology", Qualitative Research in Psychology, 3, pp.77~101 (2006)
  4. Burrows, C., "Socio-cultural barriers facing TBL in Japan", The Language Teacher, 32(8), pp.15~19 (2008)
  5. Butler, Y. G., "The implementation of communicative and task-based language teaching in the Asia-Pacific region", Annual Review of Applied Linguistics, 31, pp.36~57 (2011)
  6. Butler, Y. G., "Second and foreign language education. Encyclopedia of language and education", pp.327~338 (2017), Springer
  7. Carless, D., "Issues in teachers’ reinterpretation of a task‐based innovation in primary schools", Tesol Quarterly, 38(4), pp.639~662 (2004)
  8. Carless, D., "The suitability of task-based approaches for secondary schools : Perspectives from Hong Kong", System, 35, pp.595~608 (2007)
  9. Carless, D., "Revisiting the TBLT versus PPP debate : Voices from Hong Kong", Asian Journal of English Language Teaching, 19, pp.49~66 (2009)
  10. Pino Cutrone, "Investigating the Effects of Task-Based Language Teaching on Japanese EFL Learners’ Willingness to Communicate", Journal of Asia TEFL, 15(3), pp.566~589 (2018), 아시아테플
  11. Ducker, N., "Enriching the curriculum with task-based instruction", Polyglossia, 22(1), pp.3~13 (2012)
  12. East, M., "Second and foreign language education", pp.85~95 (2015), Springer
  13. Ellis, R., "Task-based language learning and teaching", Oxford Applied Linguistics (2003)
  14. Ellis, R., "Measuring implicit and explicit knowledge of a second language : A psychometric study", Studies in Second Language Acquisition, 27, pp.141~172 (2005)
  15. Ellis, R., "Task-based language teaching : Sorting out the misunderstandings", International Journal of Applied Linguistics, 19(3), pp.221~246 (2009)
  16. Ellis, R., "Task-based language teaching: Theory and practice" (2019), Cambridge University Press
  17. Feryok, A., "Sociocultural theory and task‐based language teaching : The role of praxis", TESOL Quarterly, 51(3), pp.716~727 (2017)
  18. Gardner, D., "Self-assessment for autonomous language learners", Links & Letters, 7, pp.49~60 (2000)
  19. Harris, J., "Responding to the critics : Implementation of TBLT in Japan", Indonesian Journal of Applied Linguistics, 8(1), pp.139~148 (2018)
  20. Hatipoğlu, Ç., "The impact of the university entrance exam on EFL education in Turkey : Preservice English language teachers’ perspective", Procedia-Social and Behavioral Sciences, 232, pp.136~144 (2016)
  21. Hilsenbeck, A., "Task-based language learning and teaching and students’ use of the mother tongue" (2011), GRIN Verlag
  22. Hu, G. W., "Contextual influences on instructional practices : A Chinese case for an ecological approach to ELT", TESOL Quarterly, 39, pp.635~660 (2005)
  23. "KH Coder 3 reference manual" (2016)[URL]
  24. Klapper, J., "Taking communication to task? A critical review of recent trends in language teaching", Language Learning Journal, 27, pp.33~42 (2003)
  25. Kotaka, M., "Task-based language teaching(TBLT)and the Japanese English classroom", The Bulletin of Tsuru University Graduate School, 17, pp.47~70 (2013)
  26. Krashen, S. D., "Second language acquisition and second language learning" (1981), Pergamon Press Inc
  27. Paul Leeming, "Expanding on Willis’ TBL Framework: The Integrated Input Output Framework", Journal of Asia TEFL, 17(1), pp.215~224 (2020), 아시아테플
  28. Littlewood, W., "Communicative and task-based language teaching in east Asian classrooms", Language Teaching, 40(3), pp.241~249 (2007)
  29. Long, M. H., "In defense of tasks and TBLT : Nonissues and real issues", Annual Review of Applied Linguistics, 36, pp.5~33 (2016)
  30. Maftoon, P., "A critical look at the presentation, practice, production(ppp)approach : Challenges and promises for ELT", BRAIN : Broad Research in Artificial Intelligence and Neuroscience, 3(4), pp.31~36 (2015)
  31. Maguire, M., "Doing a thematic analysis : A practical, step-by-step guide for learning and teaching scholars", AISHE-J : The All Ireland Journal of Teaching and Learning in Higher Education, 9(3), pp.3351~3364 (2017)
  32. McVeigh, B. J., "Higher education, apathy, and post-meritocracy", The Language Teacher, 25(10), pp.29~32 (2001)
  33. Miyasako, N., "How wide is the gulf between PPP and TBLT", Journal for the Science of Schooling, 13(1), pp.1~13 (2011)
  34. Nakane, I., "Making a difference: Challenges for applied linguistics", pp.95~108 (2009), Cambridge Scholars Publishing
  35. Nunan, D., "Designing tasks for the communicative classroom" (1989), Cambridge University Press
  36. Nunan, D., "Nine steps to learner autonomy", Proceedings of the Symposium, pp.193~204 (2003)
  37. Nunan, D., "Task-based language teaching" (2004), Cambridge University Press
  38. Nunan, D., "What is this thing called language?" (2007), Palgrave Macmillan
  39. Nunn, R., "The benefits and challenges of holistic in-house task-based language learning and assessment", Asian EFL Journal, 12(4), pp.11~32 (2010)
  40. Prabhu, N. S., "Second language pedagogy" (1987), Oxford University Press
  41. Reed, N., "Teacher views of teaching English through English(TETE)in Japanese junior high schools : Findings from the inside", The Language Teacher, 44(6), pp.35~42 (2020)
  42. Robinson, P., "State of the art : SLA theory and second language syllabus design", The Language Teacher, 22(4), pp.7~14 (1998)
  43. Rost, M., "Listening tasks and language acquisition", Proceedings of JALT 2002 Conference, pp.18~28 (2002), JALT
  44. Sarani, A., "The impact of task-based approach on vocabulary learning in ESP courses", English Language Teaching, 5(10), pp.118~128 (2012)
  45. Sato, R., "Suggestion for creating approaches suitable to the Japanese EFL environment", The Language Teacher, 33(9), pp.11~14 (2009)
  46. Sato, R., "Reconsidering the effectiveness and suitability of PPP and TBLT in the Japanese classroom", JALT Journal, 32(2), pp.189~200 (2010)
  47. Schneider, A., "A job interview task-based unit", OnCUE Journal, 11(1), pp.51~67 (2018)
  48. Skehan, P., "A cognitive approach to language learning" (1998), Oxford University Press
  49. Skehan, P., "Task-based instruction", Language Teaching, 36(1), pp.1~14 (2003)
  50. Stroud, R., "Task-based learning challenges in high schools : What makes students accept or reject tasks", The Language Teacher, 37(2), pp.21~28 (2013)
  51. Swan, M., "Legislating by hypothesis : The case of task-based instruction", Applied Linguistics, 26, pp.376~401 (2005)
  52. Takashima, H., (2011), Taishukan Shoten
  53. Tharayil, S., "Strategies to mitigate student resistance to active learning", International Journal of STEM Education, 5 (2018)[DOI]
  54. Waniek, I., "Active learning in Japan and Europe", Euromentor Journal, 8(4), pp.82~97 (2017)
  55. Wicking, P., "TBLT in Japan : Task-based language teaching and its effective implementation in the Japanese university classroom", OnCUE Journal, 3(3), pp.248~258 (2009)
  56. Willis, J., "A framework for task-based learning" (1996), Longman
  57. Willis, D., "Task-based language teaching : Some questions and answers", The Language Teacher, 33(3), pp.3~8 (2009)
  58. Yildiz, M., "Teaching grammar through task-based language teaching to young EFL learners", The Reading Matrix : An International Online Journal, 17(2), pp.196~209 (2017)

이 간행물의 다른 논문 (30건)

Effects of Recasts, Explicit Correction and Metalinguistic Prompts on L2 Knowledge of the English Past TenseYusuke Satopp. 390-405Teacher Talk to Accommodate Low-Proficiency Learners in EFL Classes: A Case StudyA. Dzo’ul Milalpp. 406-421The Role of Glossing and Working Memory Capacity in Second Language Reading Comprehension정주경pp. 438-450A Meta-analysis: Shape of Age Effects and Second Language Grammar AcquisitionMuhammad Asif Qureshipp. 451-467Task-Related Motivational Strategies in EFL Classrooms: A Glimpse into Teachers’ and Students’ PerceptionsKhoa Dang Truongpp. 468-488
원문 보기