CIVILICA We Respect the Science
(ناشر تخصصی کنفرانسهای کشور / شماره مجوز انتشارات از وزارت فرهنگ و ارشاد اسلامی: ۸۹۷۱)

گواهی نمایه سازی مقاله Exploring Iranian teachers’ perception of Task-based language teaching

عنوان مقاله: Exploring Iranian teachers’ perception of Task-based language teaching
شناسه (COI) مقاله: TELT01_147
منتشر شده در اولین کنفرانس ملی آموزش زبان انگلیسی، ادبیات و مترجمی در سال ۱۳۹۲
مشخصات نویسندگان مقاله:

Mohammad Jokar - Shiraz State University
Ali Soyoof - Islamic Azad University, Shiraz branch

خلاصه مقاله:
As soon as scholars started to realize the significance of communication, they imbued their methods with the element of communication. Among these methods, Tasked based language teaching (TBLT), an improved version of CLT, came into vogue. TBLT concentrates on negotiation of meaning and the use of task as a device to elicit language. Task-based refers to an approach based on the use of tasks as the core units of planning and instruction in language teaching (Richards & Rodgers, 2001). In task-based instruction, it is believed that engaging learners in task work provides a better context for the activation of learning processes, and hence leads to better learning outcomes (Richards & Rodgers, 2001 Despite the pedagogical benefits of TBLT frequently addressed in the literature, TBLT has not yet been sufficiently researched or proven empirically in terms of its classroom practice in language academies in EFL context (Carless, 2004; Jeon & Hahn, 2005). Also, there is controversy over defining the term, task. There is no consensus among scholars in defining the term task. This shows that each scholar has defined this term based on his own understandings and experiences. Therefore, there are many misconceptions and uncertainties about the implementation of the task-based language teaching in practice. As cited in Bogale (2009), Borg (2001) indicates that teachers’ understanding of pedagogical issues influences their classroom practice. Moreover, to implement the principles of TBLT within the context of the classroom handsome knowledge of TBLT is required. Hence, this study investigates to what extent Iranian EFL teachers are familiar with the principles of TBLT, their views on how to implement it and their reasons why they choose or avoid implementing TBLT. To obtain this information, researchers use a questionnaire which had been constructed by Jeon & Hahn (2005). Then, they administered it to 120 Iranian language teachers. The overall findings of this study reveal that despite a high level of understanding of TBLT concepts, many Iranian EFL teachers retain some fear of adopting TBLT as an instructional method. Based upon the findings of this study it can be concluded that although Tasked based language teaching (TBLT) is one of the most prevalent method of language teaching through the world it is not prevalent enough in Iran

کلمات کلیدی:
Task-based Language Teaching, Teachers’ perception, Questionnaire

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