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Task Design to Task Enactment: How Teacher Interpretations of a Given Task Manipulate its Evolution as a Pedagogical Construct

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  • 발행기관
    아시아영어교육학회 바로가기
  • 간행물
    The Journal of AsiaTEFL 바로가기
  • 통권
    Vol.5 No.3 (2008.09)바로가기
  • 페이지
    pp.31-54
  • 저자
    Damian John Rivers
  • 언어
    영어(ENG)
  • URL
    https://www.earticle.net/Article/A182185

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원문정보

초록

영어
This exploratory research tracks the development of a process orientated task-based lesson entitled Deserted in order to identify how materials design can be more ergonomically aligned with and conducive to variability in classroom task enactment. This sequence begins with the visualization of a series of communicative micro-level tasks functioning within the boundary of a larger macro-level task as proposed by a university materials designer. The sequence concludes with the enactment of these micro-level tasks within an EFL classroom environment. Incorporating a dual case-study research design, two university lecturers at a Japanese university were interviewed pre-lesson in order to elicit their attitudes toward the notion of task. They were also required to present a workplan outlining their intended use of the Deserted materials. Subsequently, two 90-minute lessons were observed and field notes were combined with post-lesson interviews. It was found that there were distinct differences in teacher enactment. This not only changed the material designer’s visualized enactment procedure but also changed the nature of the task as a pedagogical construct. Detailed reports of each teacher’s enactment are presented and the need for further large-scale research looking at the variability between task design and task enactment is called for.

목차

ABSTRACT
 BACKGROUND
 TASK DEFINITION VARIABILITY
  The Formulation of the Current Task and its Pedagogical Basis
 RESEARCH DESIGN
 PARTICIPANTS
 PROCEDURE
 RESULTS
  Task Enactment as Realized by Martin
  Task Enactment as Realized by Stephen
 CONCLUSION
 THE AUTHOR
 REFERENCES

키워드

pedagogical task materials design teacher enactment task-based language teaching

저자

  • Damian John Rivers [ Kanda University of International Studies, Japan ]

참고문헌

자료제공 : 네이버학술정보

간행물 정보

발행기관

  • 발행기관명
    아시아영어교육학회 [Asia TEFL]
  • 설립연도
    2004
  • 분야
    사회과학>교육학
  • 소개
    The goals of Asia TEFL are to promote scholarship, disseminate information, and facilitate cross-cultural understanding among persons concerned with the teaching and learning of English in Asia. In order to accomplish this, Asia TEFL will pursue the following goals: 1. To link ELT professionals in joint research on issues and concerns regarding English teaching and learning in the Asian context. 2. To publish an academic journal, The Asia TEFL Journal, as an internationally recognized journal in the field of English language teaching. 3. To host conferences and seminars addressing important issues concerning ELT in Asia. 4. To develop proficiency guidelines and assessment methods designed for the needs of the Asian context. 5. To develop programs for Asian learners and teachers of English to build their English language proficiency and cultural understanding and provide them with the skills required to be efficient English teaching professionals.

간행물

  • 간행물명
    The Journal of AsiaTEFL
  • 간기
    계간
  • pISSN
    1738-3102
  • eISSN
    2466-1511
  • 수록기간
    2004~2026
  • 등재여부
    SCOPUS,KCI 등재
  • 십진분류
    KDC 740 DDC 420

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