The Implementation of Communicative and Task-Based Language Teaching in the Asia-Pacific Region

By Yuko Goto Butler. Annual Review of Applied Linguistics, 2011

290 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/8170840f5ed241b70176bd0bb3c72310e7a82175

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Citations in the corpus

‘In reality it’s almost impossible’: CLT-oriented curriculum change (2015, background): “Moreover, in relation to external constraints, discussed below, many teachers and students believe that CLT is an ineffective way to prepare for traditional assessments (Butler 2011).”
TBLT implementation and evaluation: A meta-analysis (2019, background): “Butler, 2011). Keck et al. (2006) and Mackey and Goo (2007) both examined the overall effect of task-based interaction on the acquisition of certain grammatical and lexical features. The researchers were also interested in how long the effects of task-based interaction endured over time and how task”
Communication-oriented language teaching: Where are we now? Where do we go from here? (2012, background): “…and limited resources (e.g. Li 1998 and Jeon 2009 in South Korea; Carless 2004 in Hong Kong; Hu 2005 in China; Hiep 2007 in Vietnam; Nishino & Watanabe 2008 in Japan; Orafi & Borg 2009 in Libya; see also surveys of a range of East Asian countries in Ho & Wong 2004, Littlewood 2007 and Butler 2011).”
Understanding the Quality of Out‐of‐Class English Learning (2015, background): “This is usually the case with English language teaching in China, particularly secondary schools, which is often reported as being heavily exam- and grammar-oriented (Butler, 2011; Pan & Block, 2011).”
The Role of Teachers’ Classroom Discipline in Their Teaching Effectiveness and Students’ Language Learning Motivation and Achievement: A Path Method (2015, background): “…shows that a sufficient degree of classroom discipline is needed to create an atmosphere conducive to student learning as students’ misbehavior distracts the process of learning and teaching and ruins the effectiveness of even the most carefully planned lessons (Barton, Coley & Wenglinsky, 1998).”
Language Learner Engagement During Speaking Tasks: A Longitudinal Study (2020, background): “…popularity, the implementation of ‘pure’ task-based language teaching (TBLT) poses numerous challenges in Asian contexts where language programmes are increasingly emphasising the use of communicative approaches (e.g. TBLT) as alternatives to the traditional teaching methodologies (Butler, 2011).”
English language education among young learners in East Asia: A review of current research (2004–2014) (2015, background): “…Asian contexts, including conceptual constraints (e.g., conflicts with local traditional notions of learning and teaching), classroom-level constraints (e.g., large class sizes), and societal-instructional level constraints (e.g., college exams oriented toward grammar/translation) (Butler 2011).”
Position paper: Moving task-based language teaching forward (2017, background): “Teachers may lack confidence in their L2 proficiency and thus feel that they cannot use tasks (Butler 2011).”