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Forms or Meaning? Teachers’ Beliefs and Practices Regarding Task-based Language Teaching : A Vietnamese Case Study
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- 발행기관
- 아시아영어교육학회 바로가기
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- 간행물
- The Journal of AsiaTEFL SCOPUS KCI 등재 바로가기
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- 통권
- Vol.11 No.1 (2014.03)바로가기
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- 페이지
- pp.1-36
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- 저자
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- 언어
- 영어(ENG)
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- URL
- https://www.earticle.net/Article/A225760
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7,900원
원문정보
초록
- 영어
- The increasing body of research work in the area of language teacher beliefs shows that this research domain has been of particular interest and now well-established (Borg, 2006). One question that arises is that teachers’ beliefs in general are too broad to conceptualise and investigate. In fact, recent research work has seen the increasing popularity of studies that specifically address the question raised more than two decades ago by Pajares (1992) about the need to investigate teachers’ beliefs about specific aspects of their work, such as grammar instruction (e.g., Burgess & Etherington, 2002; Canh, 2011), communicative language teaching (e.g., Sato & Kleinsasser, 1999), and codeswitching (e.g., Barnard & McLellan, 2014). However, little research has been carried out into teachers’ beliefs regarding Taskbased Language Teaching (TBLT), and none has been done in the context of Vietnam, a context where the current curriculum and accompanying textbooks are claimed to adopt TBLT as the principal teaching method. This qualitative case study uses a number of data collection methods, including audio-recorded lesson planning sessions, classroom observation, stimulated recall, and focus groups. The findings show that there is a significant gap between teachers’ current beliefs, intention, practices and the general principles of TBLT identified in the literature. The findings have implications for pedagogy and research not only in the Vietnam, but also in relatable contexts.
목차
Abstract
INTRODUCTION
LITERATURE REVIEW
Task-based Language Teaching
Curriculum and Textbooks in Vietnam
Teachers’ Beliefs Regarding TBLT
METHOD
Research Questions
Setting and Participants
Data Collection
Data Analysis
RESULTS
Planning for Skills Lessons: Retaining and Adapting Textbook Activities
Classroom Instructions : Explicit Supplementation of Grammatical Structures
Teachers’ Beliefs: Forms-focused Approach to Teaching
Corrective Feedback of Linguistic Elements
DISCUSSION
IMPLICATIONS
CONCLUSION
THE AUTHOR
ACKNOWLEDGEMENTS
REFERENCES
키워드
beliefs TBLT Vietnam curricular innovation language teachers저자
간행물 정보
발행기관
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- 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
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- 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
이 권호 내 다른 논문 / The Journal of AsiaTEFL Vol.11 No.1
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