Epilogue: Teachers Exploring Research

Edwards, Corony

doi:10.1057/9780230522961_21

Cited by 11 publications

(15 citation statements)

References 3 publications

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“…Willis, 1996; van den Branden, 2006; Willis & Willis, 2007; Eckerth, 2008; Müller-Hartmann & Schocker-von Ditfurth, 2011; East, 2012; Erlam, 2015), and publications by teachers (e.g. Edwards & Willis, 2005) and published teaching materials (e.g. Swan & Walter, 2005), there are good grounds for arguing that TBLT research has failed to connect systematically to the wide variety of learning processes that are known to be involved in language learning.…”

Section: Addressing the Problemmentioning

confidence: 99%

“…This is because while TBLT is characteristically defined in terms of the needs and interests of language teachers and learners, it is also informed by research, which is heavily shaped by the priorities of the academy, an influence which can lead it away from some of its real world objectives. Yet if proponents fail to adequately address the priorities and needs of classroom stakeholders, proposals will be doomed to failure, a point acknowledged by many (see inter alia Gatbonton and Segalowitz (1988, 2005), Edwards and Willis (2005), Thornbury and Slade (2006), van den Branden (2006), Eckerth (2008), Andon and Eckerth (2009), Ellis (2009), Gatbonton (2015), Long (2015) and Samuda, Bygate, and van den Branden (2018)). That is, research needs to engage not just with models of second language acquisition (SLA), but with the practices, demands, pressures, and perspectives of stakeholders in real world language classrooms.…”

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confidence: 99%

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Some directions for the possible survival of TBLT as a real world project

Bygate

2020

Lang. Teach.

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Since Brumfit's landmark definition of applied linguistics as the theoretical and empirical study of real world problems in which language plays a central role (Brumfit, 2000), there have been periodic calls for applied linguistics to engage with problems experienced by people in real world contexts (such as teaching, health, business, law, social services, business or family), rather than problems of research methodology originating in the research community, and to work to address them, both in policy and practice (Bygate, 2004; Tarone, 2013, 2015; Shuy, 2015; Widdowson, 2017). This principle may well apply to all areas of applied linguistics, but in this piece I would like to explore it in relation to task-based language teaching (TBLT). This is because while TBLT is characteristically defined in terms of the needs and interests of language teachers and learners, it is also informed by research, which is heavily shaped by the priorities of the academy, an influence which can lead it away from some of its real world objectives. Yet if proponents fail to adequately address the priorities and needs of classroom stakeholders, proposals will be doomed to failure, a point acknowledged by many (see inter alia Gatbonton and Segalowitz (1988, 2005), Edwards and Willis (2005), Thornbury and Slade (2006), van den Branden (2006), Eckerth (2008), Andon and Eckerth (2009), Ellis (2009), Gatbonton (2015), Long (2015) and Samuda, Bygate, and van den Branden (2018)). That is, research needs to engage not just with models of second language acquisition (SLA), but with the practices, demands, pressures, and perspectives of stakeholders in real world language classrooms.

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Section: Addressing the Problemmentioning

confidence: 99%

mentioning

confidence: 99%

Some directions for the possible survival of TBLT as a real world project

Bygate

2020

Lang. Teach.

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“…In pedagogic practice, tasks rarely take place without pretasks, and such cycles typically combine exposure to input followed by interaction and meaningful output practice. In some task-based methodological approaches (e.g., Edwards & Willis, 2005; Willis, 1996), language awareness posttasks are used to consolidate the language attended to during pretask and task work. Writing is usually followed by feedback provision, feedback processing, and further revision and rewriting.…”

Section: Mode In Tblt Research: Conclusion and Future Researchmentioning

confidence: 99%

Mode in Theoretical and Empirical TBLT Research: Advancing Research Agendas

Gilabert¹,

Manchón²,

Vasylets³

2016

Ann Rev Appl Linguist

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In this article we explore how oral and written modes may differentially influence processes involved in second language acquisition (SLA) in the context of task-based language teaching (TBLT). We first start by reflecting on the differences between spoken and written language. In what follows, we provide a general description of tasks in relation to the SLA processes. We then establish the links between the learning processes and task phases/features in the two modes. Concluding that the role of mode has been underresearched, we call for a more integrative and mode-sensitive TBLT research agenda, in which hybridness of discourse (i.e., mingling of the two modes within one communicative event/task) is taken into account.

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“…However, Edwards (2005), found that teachers who contributed to her co-edited volume may only be extrinsically motivated to conduct research by factors such as career progression and obligation for those working in higher education, as assignments for qualifications, or for publication in books, which would add to their CVs. Thus, while it appears that there is a large number of teachers unengaged with research, there is a minority who do so, although reading the research is difficult due to access and time restraints.…”

Section: Teacher Development and Research Accessmentioning

confidence: 99%

English Language Teachers’ Stated Beliefs and Practices Regarding Task-Based Language Teaching and Listening

Jones¹

2020

Preprint

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Literature on both task-based language teaching (TBLT) and listening in language teaching generally as well as in English language teaching (ELT) is lacking in description about what teachers do and to what extent they apply theory or research-based evidence to their classroom practice. The current study consists of 7 interviews conducted face-to-face, by internet video telephony and through asynchronous text messaging with English language teachers around the world. Interviews focused on teachers’ listening pedagogy, their understanding of task-based pedagogy and the use of materials in teaching. A phenomenological analysis of what participants said in interviews is taken to explain reasons for the author’s understanding of the data, less in the hope of a generalizable set of findings but more toward insight into what teachers do, their ideas about authenticity, their understanding of TBLT and its various frameworks, use of theory and how research is connecting and failing to connect with working English language teachers in various contexts.

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Epilogue: Teachers Exploring Research

Cited by 11 publications

References 3 publications

Some directions for the possible survival of TBLT as a real world project

Some directions for the possible survival of TBLT as a real world project

Mode in Theoretical and Empirical TBLT Research: Advancing Research Agendas

English Language Teachers’ Stated Beliefs and Practices Regarding Task-Based Language Teaching and Listening

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