‘I’m still not sure what a task is’: Teachers designing language tasks
By R. Erlam. 2016
101 citations recorded by the source corpus.
Ellis (2003) identifies four key criteria that distinguish a ‘task’ from the types of situational grammar exercises that are typically found in the more traditional language classroom. This study investigates how well teachers were able to design tasks that fulfilled these four criteria (Ellis, 2003) at the end of a year-long professional development programme in which TBLT figured prominently. Forty-three tasks designed by the teachers for use in their own foreign language classrooms are analysed against Ellis’s four criteria in order to evaluate the effectiveness of the professional development programme, on the premise that adequate understanding of the construct of task underpins successful implementation of TBLT. The findings show that some aspects of task-design were difficult for teachers. Implications for professional development programmes that focus on TBLT, such as the one whose effectiveness is evaluated here, are discussed.
Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory
View Paper: https://www.semanticscholar.org/paper/75767bb464db0eba4e2d67051a34c840af70e41b
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In Developmental and Educational Psychology
In Language and Linguistics
In Literature and Literary Theory
Citations in the corpus
- Task preference, affective response, and engagement in L2 use in a US university context (2017, background): “In L2 pedagogy, task-based language teaching (TBLT) has been described as reaching the status of a new orthodoxy because of its popularity among policy makers, course book writers, and educators (Erlam, 2016).”