Promoting L2 Use as a Means of Facilitating TBLT in Japanese Classrooms

Lowe, Robert J.

doi:10.37546/jalttlt36.6-1

Cited by 4 publications

(2 citation statements)

References 7 publications

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“…The gradual (and for the most part "bottom-up") introduction of TBLT in English classes in Japan is an attempt to address this, in the sense that within a TBLT approach, language is treated as a meaningful communicative tool, rather than as an object of study. Due to the potential of TBLT for developing language skills and motivation in students (Ellis, 2003;Willis & Willis, 2007) the popularity of the method has continued to grow in Japan (Lowe, 2012), which has led many teaching practitioners to implement it in classrooms across the country. The result is an increase in research on the topic, with TBLT appearing frequently in local journals, conference presentations, the establishment in 2011 of a local academic group dedicated to the study of TBLT, and the TBLT in Asia conference series, which has been held biennially since 2012.…”

Section: Introductionmentioning

confidence: 99%

Responding to the critics: Implementation of TBLT in Japan

Harris

2018

Indonesian J. Appl. Linguist

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This paper outlines a qualitative study of 10 in-service teachers in Japan who use a task-based language teaching (TBLT) approach in their language classrooms. The study investigates the reasons why these teachers began using TBLT, their beliefs about the advantages and disadvantages of implementing TBLT, and whether or not they agree with common criticisms levelled at TBLT for use in foreign language classrooms in Japan and Asia in general. Critics argue that TBLT is not suitable for many language learning situations, explaining that students are used to more ‘traditional’ teacher-centered language classes and that they prefer more ‘passive’ approaches. Such criticisms also hold that TBLT is not able to adequately prepare students for the high-stakes tests that are used for secondary school and university entrance purposes. The results from interviews with these 10 teachers suggest that they reject many of these criticisms, and are in fact successfully using TBLT to develop both language ability and motivation in their students. At the same time, the teachers noted that there may be a need to use a ‘weaker’ form of TBLT with beginner students, or with those used to more passive styles of learning. They also highlighted the importance of heavily scaffolding tasks in such cases. Finally, a number of the teachers discussed the need for the development of more TBLT related materials, both for students and teachers.

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Section: Introductionmentioning

confidence: 99%

Responding to the critics: Implementation of TBLT in Japan

Harris

2018

Indonesian J. Appl. Linguist

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“…Over the last two decades, task-based language teaching (hereafter, TBLT) has grown in popularity in Japan (Lowe, 2012) and the Asia-Pacific region in general (Goto-Butler, 2011). Usually viewed as an extension of Communicative Language Teaching (CLT), the approach has found favour with many practitioners due the way that it allows learners to develop their language system through meaningful communication and interaction, and is consequently motivating to many students (Ellis 2003;Willis & Willis, 2007).…”

Section: Introductionmentioning

confidence: 99%

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2016

The Journal of AsiaTEFL

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Teachers’ Beliefs About Task-Based Language Teaching in Japan

Harris¹

2016

The Journal of AsiaTEFL

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As task-based language teaching (TBLT) has grown in popularity in many Asian EFL countries, it has sometimes been the target of criticism from locally situated researchers and teachers, who question its appropriateness for such contexts (Burrows, 2008), often in contrast to more traditional methods, such as the "presentation, practice, production" (PPP) approach (Sato 2009). Partially in response to this criticism, the Task Based Language Learning Special Interest Group (TBLSIG) of the Japanese Association for Language Teachers was formed in 2010 in order to contribute to research into the implementation of TBLT in Japanese and Asian EFL classrooms. As the majority of TBLSIG members are teachers, presently interested in using TBLT in classrooms, they provide an ideal source of insight into how the approach can be implemented effectively in Japan, and by extension, in other similar EFL countries in Asia. This study investigated these teachers' beliefs about TBLT in Japanese classrooms through an online survey. The aim of the study was to add to existing research on teacher beliefs by not only investigating teachers' understanding of the principles of TBLT, but also by enquiring into what special considerations practicing teachers have made when implementing TBLT in Japanese classrooms.

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Promoting L2 Use as a Means of Facilitating TBLT in Japanese Classrooms

Cited by 4 publications

References 7 publications

Responding to the critics: Implementation of TBLT in Japan

Responding to the critics: Implementation of TBLT in Japan

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Teachers’ Beliefs About Task-Based Language Teaching in Japan

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