Connecting Teacher Training to Task-Based Language Teaching Implementation

Bryfonski, Lara

doi:10.1017/9781108868327.027

Cited by 2 publications

(2 citation statements)

References 627 publications

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“…This result provides evidence that a lack of implementation of TBLT principles may related to teachers' beliefs about TBLT or issues with the way in which the training was delivered, rather than their understanding of key TBLT concepts. For example, teachers may find TBLT principles to be in conflict with their own experiences in second language learning or teaching if they positively associate language learning with a PPP (Presentation-Practice-Production) or other grammar-oriented approach (see Bryfonski, 2019 for a full analysis of these teachers' beliefs). Furthermore, this is evidence that teachers do not experience task-based trainings uniformly and instead may interpret and implement trainings differently based on their own beliefs about language teaching pedagogy.…”

Section: Novice Teachers' Implementations Of Tbltmentioning

confidence: 99%

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From task-based training to task-based instruction: Novice language teachers’ experiences and perspectives

Bryfonski

2021

Language Teaching Research

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This study investigated the relationship between task-based teacher training and novice English language teachers’ cognitions and implementations of tasks in Honduran bilingual schools. After participating in a four-week training program on task-based language teaching, teachers with little or no prior teaching experience designed task-based lessons and were video-recorded implementing those lessons with English language learners ages 5 to 12. Following the classroom observation, teachers participated in a stimulated recall interview. A rubric aligned with 10 key principles of task-based language teaching (TBLT) as outlined by Long (2015) was used to rate teachers’ performance and code stimulated recalls. Ratings of video observations showed varied success in TBLT implementation after training, with some teachers’ lessons clearly aligned with key TBLT principles, and others relying on focus on forms strategies. Analysed data also uncovered a link between previous training and teaching experiences and the success of teachers’ implementations. Stimulated recalls showed that teachers focused primarily on maintaining a cooperative learning environment, and less on reactive aspects of TBLT such as providing corrective feedback. Results are discussed in terms of their implications for teachers and teacher training programs seeking to implement TBLT as an approach to language teaching.

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Section: Novice Teachers' Implementations Of Tbltmentioning

confidence: 99%

“… 1. Findings from pre- and post-training surveys are reported on in detail in Bryfonski (2021b), while findings from semi-structured teacher interviews and reflections are reported on in Bryfonski (2021a). …”

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confidence: 99%

From task-based training to task-based instruction: Novice language teachers’ experiences and perspectives

Bryfonski

2021

Language Teaching Research

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Teacher IDs and task adaptations

Gurzynski-Weiss,

Bryfonski,

Reagan

2024

Task-Based Language Teaching

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This multi-site study explores how 18 graduate-level L2 teacher participants adapted tasks from the TBLT Language Learning Task Bank for specific learner needs and teaching contexts, and if their individual differences (IDs) influenced their adaptations. Participants first completed a questionnaire about their experiences as L2 learners and teachers, their knowledge of TBLT, and how they search for course materials. They then defined a teaching context (current, past, or prospective), specified a task need (i.e., communicative practice of a specific linguistic target), and identified task features to search for in the Task Bank. Next, participants screen captured and recorded their search and evaluation of possible tasks while thinking aloud, choosing one to adapt to their context. Finally, participants watched their video and submitted a written reflection. Bottom-up thematic analysis was used to determine how participants adapted the tasks from the Task Bank, if their IDs related to the ways they adapted their selected task, and whether these adaptations aligned with their specific teaching context. The results showed that all 18 teachers were successful in adapting their tasks to align with their stated teaching context and learner needs, demonstrating that the Task Bank works well for the target audience of diverse teachers. It was also found that teacher IDs did not play a role in their task adaptations when examined separately. However, a qualitative cluster analysis showed that more experienced teachers tended to focus on providing linguistic instruction and increasing interaction in task adaptation while less experienced teachers utilized a wide array of techniques. The minimal ID cluster profiles that were discernible lend support to the consideration of IDs in tandem with – rather than in isolation from – each other.

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Connecting Teacher Training to Task-Based Language Teaching Implementation

Cited by 2 publications

References 627 publications

From task-based training to task-based instruction: Novice language teachers’ experiences and perspectives

From task-based training to task-based instruction: Novice language teachers’ experiences and perspectives

Teacher IDs and task adaptations

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