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Tomo ni manabu: Task-based Language ...

Holland, Yoshie.

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Tomo ni manabu: Task-based Language Teaching in a High School English Class in Japan.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Tomo ni manabu: Task-based Language Teaching in a High School English Class in Japan./
Author:	Holland, Yoshie.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	161 p.
Notes:	Source: Masters Abstracts International, Volume: 81-04.
Contained By:	Masters Abstracts International81-04.
Subject:	Linguistics. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=22588251
ISBN:	9781088353615

Tomo ni manabu: Task-based Language Teaching in a High School English Class in Japan.
Holland, Yoshie.

Tomo ni manabu: Task-based Language Teaching in a High School English Class in Japan. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 161 p.

Source: Masters Abstracts International, Volume: 81-04.

Thesis (M.A.)--University of Alaska Fairbanks, 2019.

This item must not be sold to any third party vendors.

Task-based language teaching is a method that emerged in the field of second language acquisition in the U.S. Task-based language teaching facilitates language learning in context. However, there are few examples of research that investigate the applicability of task-based language teaching in classrooms in Japan where constraints such as big class size, college entrance exams, and designated textbooks that follow the national curriculum guidelines are factors. This study investigates the response of a Japanese teacher and 41 high school students in Japan, the students' language development as well as the suitability of task-based language teaching in classrooms in Japan. It also offers some guidance to make task-based language teaching more easily applicable to classrooms in Japan. This mixed method study involved a series of semi-structured interviews with a high school teacher in Japan, class observations of the task-based language teaching lessons, and a pre-test and post-test with surveys for the students. The study found out that the teacher expressed tensions between his current teaching context at that time and the task-based language teaching lesson plan. However, the teacher finished the lesson with a positive attitude towards task-based language teaching. Also, the students learned the grammar focus from the task-based language teaching lesson even though the lesson was not focused on the grammar as much as the traditional teaching. Overall, task-based language teaching in the teaching context worked well where the students worked in groups since it facilitated learning among students. This study also suggests that the teacher and his students adopted task-based language teaching positively and that the specific approach of task-supported language teaching is likely to be most suitable in this teaching context.

ISBN: 9781088353615Subjects--Topical Terms:

524476
Linguistics.
Subjects--Index Terms:

Action research

Tomo ni manabu: Task-based Language Teaching in a High School English Class in Japan.
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245 1 0 $a Tomo ni manabu: Task-based Language Teaching in a High School English Class in Japan.
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300 $a 161 p.
500 $a Source: Masters Abstracts International, Volume: 81-04.
500 $a Advisor: Siekmann, Sabine.
502 $a Thesis (M.A.)--University of Alaska Fairbanks, 2019.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be sold to any third party vendors.
520 $a Task-based language teaching is a method that emerged in the field of second language acquisition in the U.S. Task-based language teaching facilitates language learning in context. However, there are few examples of research that investigate the applicability of task-based language teaching in classrooms in Japan where constraints such as big class size, college entrance exams, and designated textbooks that follow the national curriculum guidelines are factors. This study investigates the response of a Japanese teacher and 41 high school students in Japan, the students' language development as well as the suitability of task-based language teaching in classrooms in Japan. It also offers some guidance to make task-based language teaching more easily applicable to classrooms in Japan. This mixed method study involved a series of semi-structured interviews with a high school teacher in Japan, class observations of the task-based language teaching lessons, and a pre-test and post-test with surveys for the students. The study found out that the teacher expressed tensions between his current teaching context at that time and the task-based language teaching lesson plan. However, the teacher finished the lesson with a positive attitude towards task-based language teaching. Also, the students learned the grammar focus from the task-based language teaching lesson even though the lesson was not focused on the grammar as much as the traditional teaching. Overall, task-based language teaching in the teaching context worked well where the students worked in groups since it facilitated learning among students. This study also suggests that the teacher and his students adopted task-based language teaching positively and that the specific approach of task-supported language teaching is likely to be most suitable in this teaching context.
590 $a School code: 0006.
650 4 $a Linguistics. $3 524476
650 4 $a English as a second language--ESL. $3 3423990
653 $a Action research
653 $a Japanese education
653 $a Lesson study
653 $a Task-based language teaching
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