Issues in Teachers´ Reinterpretation of a Task- Based Innovation in Primary Schools.

By D. Carless. 2004

369 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/05559e67f58ffe1af0df719c159d7d474e5e16c6

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Citations in the corpus

English language education among young learners in East Asia: A review of current research (2004–2014) (2015, background): “By conducting a series of classroom observations and interviews with teachers, Carless (2004b, 2008) and Deng & Carless (2009, 2010) revealed that many activities introduced E N G L I S H A M O N G Y O U N G L E A R N E R S I N E A S T A S I A 325 in primary schools in Hong Kong and Guangdong were…”
The Role of Teachers’ Classroom Discipline in Their Teaching Effectiveness and Students’ Language Learning Motivation and Achievement: A Path Method (2015, methodology): “Tension arises when facilitative teacher role in managing communicative activities goes against prevailing cultural norms that demand an authoritative and controlling teacher (Carless, 2004).”
Task-based learning and teaching in China: Secondary school teachers’ beliefs and practices (2014, background): “Carless (2004, 2007a) examined the experiences of teachers of English in secondary schools in implementing taskbased learning.”
The Implementation of Communicative and Task-Based Language Teaching in the Asia-Pacific Region (2011, methodology): “For example, Carless (2002, 2004) examined the implementation of TBLT in Hong Kong elementary schools through a series of interviews with teachers and classroom observations and identified three major problems: (a) difficulties in maintaining discipline, (b) students’ excessive use of their mother…”
Exploring the Possibility of Using Humanoid Robots as Instructional Tools for Teaching a Second Language in Primary School (2010, background): “They could be designed as foreigners, and students would have to speak English to communicate with them (Kanda & Ishiguro, 2005).”
Communication-oriented language teaching: Where are we now? Where do we go from here? (2012, background): “Thus Carless (2004) and Mitchell & Lee (2003) describe how teachers in Hong Kong, South Korea and the UK may reinterpret communicative tasks as ‘contextualized practice’ or ‘teacher-led interaction’ rather than activities in which learners negotiate meaning with each other.”
Teachers' and Learners' Reactions to a Task-Based EFL Course in Thailand (2007, background): “(Carless, 2004; Hui, 1997; Li, 1998).”
Position paper: Moving task-based language teaching forward (2017, background): “A particular problem noted by Carless (2004) is that teachers do not always have a clear idea of what a ‘task’ is.”
Own-language use in language teaching and learning (2012, background): “…2010; Littlewood & Yu 2011); Cyprus (Copland & Neokleous 2011); Finland (Nikula 2007); Germany (Butzkamm 1998); Hong Kong (Pennington 1995; Lin 1996; Carless 2002, 2004, 2008; Littlewood & Yu 2011); Hungary (Harbord 1992; Nagy & Robertson 2009); Italy (Moore 2002); Japan (Hobbs, Matsuo & Payne…”
TBLT implementation and evaluation: A meta-analysis (2019, background): “Carless (2004, 2007) is now well known for endorsing a more contextualized, task-supported teaching and learning enterprise for primary and secondary education in Hong Kong.”
Taking teacher education to task: Exploring the role of teacher education in promoting the utilization of task-based language teaching (2010, background): “…have investigated the implementation of TBLT beyond the identification of issues encountered when experienced teachers attempt to utilize TBLT (e.g. Carless, 2004; McDonough & Chaikitmongkol, 2007; Tinker Sachs, 2007) and a theoretical analysis of the characteristics of the approach that inhibit…”
‘I’m still not sure what a task is’: Teachers designing language tasks (2016, background): “Carless claims that TBLT is under-researched in state school settings (Carless, 2004) and, more particularly, with younger learners (Carless, 2012). Another context that has been overlooked in research on TBLT is its application to the teaching of modern languages other than English. Research has pr”
The Role of Teachers in Task-Based Language Education (2016, background): “However, teachers have also raised a wide range of critical concerns with a task-based approach to language teaching (Carless, 2004, 2012; East, 2012; McDonough, 2015; Shehadeh & Coombe, 2012; Van den Branden, 2006; Zhang, 2007): A task-based approach with its primary focus on meaning-making may…”
Task-based language teaching: sorting out the misunderstandings (2009, methodology): “In particular, questions have been raised by Li (1998), Carless (2004), and Butler (2005), among others, as to whether TBLT is practical in Asian countries, where teachers are likely to adhere to a philosophy of teaching that is radically different to that underlying TBLT, and where they also face…”
Task-based language learning and teaching: An action-research study (2015, background): “An increasing number of studies evaluating the effectiveness of tasks and TBLT programs involve teachers in the development of tasks (Andon and Eckerth, 2009; Carless, 2004; Ilin, Inozu and Yumru, 2007; McDonough and Chaikitmongkol, 2007; Tavakoli, 2009).”