UNIVERSITY TEACHER’S CONCEPTUALIZATION OF TASK BASED TEACHING a CASE study IN taybac university

LINK DOWNLOAD MIỄN PHÍ TÀI LIỆU "UNIVERSITY TEACHER’S CONCEPTUALIZATION OF TASK BASED TEACHING a CASE study IN taybac university ": http://123doc.vn/document/564073-university-teacher-s-conceptualization-of-task-based-teaching-a-case-study-in-taybac-university.htm

v
DECLARATION………………………………………………………………. i
vi
ABSTRACT …………………………………………………………………… ii
ACKNOWLEDGEMENTS ………………………………………………… iii
DEDICATION ……………………………………………………………… iv
TABLE OF CONTENTS……………………………………………………… v
LISTS OF ABBREVIATIONS……………………………………………… viii
LISTS OF TABLES…………………………………………………………… ix
CHAPTER 1. INTRODUCTION……………………………………………. 1
1.1. Rationale…………………………………………………… …………… 1
1.1.1. State of the problem……………………………………………………… 1
1.1.2. Theoretical rationale …………………………………………………… 1
1.2. Purpose of the Study ………………………… ………………………… 1
1.3. Research Questions ………………………………………………………. 2
1.4. Significance of the Study ……………………………………… ………. 2
1.5. Limitations of the Study …………………………………………………. 2
1.6. Scope of the study…………………………………………………………. 3
1.7. Organization of the Study ……………………………………………… 3
CHAPTER 2. LITERATURE REVIEW…………………………………… 4
2.1. Definition of terminology…………………………………………
4
2.1.1. Defining ‘task’

and task-based language teaching……………….
4
2.1.2. Task-based language teaching to learners……………………….
9
2.1.3. Tasks, Actvities and Exercises……………………………………
11
2.1.4. Developments of Task-Based Teaching…………………………
11
2.2. Theoretical Foundations……………………………………………
15
2.2.1. Theories of language………………………………………………
15
2.2.2. Theories of language learning……………………………………
16
2.2.2.1. Cognitive theory………………………………………………….
16
2.2.2.2. Constructivist Theory…………………………………….……
17
2.2.2.3. Generative Learning Theory………………………………………
18
2.3. The nature of Task-based Language Teaching…………………
19
2.3.1. How is TBLT different from other teaching methods?
19
2.3.1.1. Communicative Language Teaching (CLT)…………………………
20
2.3.1.2. Silent Way……………………………………………………………….
21
2.3.1.3. Experiential learning…………………………………………………
22
2.3.1.4. Co-operative learning………………………………………………….
23
2.3.2. Task-based teaching versus other types of teaching instruction
models…………………………………………………………………….
24
2.3.3. Task-based Teaching Framework………………………………
25
2.3.4. Task types…………………………………………………………
29
2.3.5. Materials for Tasks Initiated……………………………………
32
2.3.6. Syllabus design…………………………………………………….
33
2.3.7. Learner roles……………………………………………………….
34
2.3.8. Teacher roles………………… ………………………………….
34
2.4. The importance of understanding teachers’ interpretation of
teaching methodology……………………………………………………
35
2.5. Teachers’ interpretation of TBLT…………………………………
37
2.6. Teachers’ views of teaching methodology and their classroom
38
vii
teaching…………………………………………………………………
2.7. Conclusion 40
CHAPTER 3. METHODOLOGY………………………………………… 41
3.1. The fitness of case study to the research purpose…………………… 41
3.2. Restatement of research questions…………………………………… 43
3.3. Case description and context of the study……………………………… 43
3.3.1. The setting of the study………………………………………………… 43
3.3.2. Participants……………………………………………………………… 44
3.4. Instruments……………………………………… ……………………… 46
3.4.1. Interviews
………………………………………………………………
46
3.4.2. Observations……………………… …………………………………… 47
3.5.3. Teaching plan interpretation……………………………………………. 48
3.5. The procedure: ……………………………………… …………………. 48
3.5.1.
Interviews…………………………………………………………………
48
3.5.2. Class
observation…………………………………………………………
49
3.5.3. Teaching plan interpretation……………………………………………. 50
3.6. Data analysis………………………………………………………………. 50
3.7. Conclusion ……………………….…………………… 50
CHAPTER 4. DISCUSSION OF THE FINDINGS…………………………. 51
4.1.
General overview of the findin
gs………………………………………
51
4.1.1.

Tea
chers’

conceptualization
s

of

task……………………………….
51
4.1.2. T
eacher
s’

conceptualization
s

of

task-based teaching……………. 53
4.1.3.

Tea
chers’

attitud
es

toward

task-b
ased

teaching……………………….
56
4.1.4.
Factors affecting the TBLT implementation
……………………… 57
4.1.5. The reality of t
eacher
s’

class teaching
………………………… 59
4.1.6. T
eacher
s’
class teaching implementation………………………… 61
4.2. Discussions of the findings……………………… …………………… 63
4.2.1. Congruence and incongruence between teachers’ conceptualizations
and the composite view of TBLT ………………………………………………
63
4.2.2. Congruence and incongruence between teachers’ classroom teaching
practice and teaching plans with the composite view of TBLT………………
65
4.2.3. Consistence and inconsistence between their conceptualization with
teaching practices and teaching plans……………………………………….
66
CHAPTER 5. CONCLUSIONS, PEDAGOGICAL IMPLICATONS AND
SUGGESTIONS FOR FURTHER STUDY………………………………
68
5.1. Summary of the major points of the study……………………… ……. 68
5.1.1. Summary of the study…………………………………………………. 68
5.1.2. Conclusions………………… …………………………………………. 68
viii
5.1.3. Pedagogical implications………………………… …………………… 70
5.2. Limitation of the study…………………………………………………. 70
5.3. Implications for future research ………………………………………… 71
LIST OF REFERENCES……………… …………………………………… I
APPENDICES…………………… ………………………………………… VII
Appendix A: Interview Questions………….….………………………………. VII
Appendix B: Schedule of

taped Interviews …………………….…………….… VII
Appendix C: Samples of

classroom observations………………………………. VIII
Appendix D: Samples of
t
eaching plans of university teachers…………… … XIV
ix
LISTS OF ABBREVIATIONS
TBU: Tay Bac University
TBLL: Task-Based Language Learning
TBLT: Task-Based Language Teaching
TST/ TSI: Task-Supported Teaching/ Instruction
ELT: English Language Teaching
ESL: English as Second Language
CLT: Communicative Language Teaching
PPP: presentation-practice-production
TTT: Test-Teach-Test
ESA: Engage-Study-Activate
TM: Teaching method
RQ: Research question
IQ: Interview question
ADTBLTOM: Ability to distinguish TBLT from other methods
AC AT: Ability to conceptualize the advantages of TBLT
AC DT: Ability to conceptualize the disadvantages of TBLT
ACT BLLF:
Ability to conceptualize the TBLT framework
(+): Conceptual, positive, mentioned
(-): Non-conceptual, negative, not mentioned
(=): Neutral
Att.:
Attitudes
Und.:
Understand
ings
Tim.:
Time
Tb.:
Textbook
Pre.
Preparation
SLP:
Students’

language

proficiency
NSs: Number of students in class
Fac.: Facilities
Vs.: versus
Exer.: exercise/ act.: activity
LISTS OF TABLES
x
TABLE 1: Participants’ Profile
TABLE 2: Participants’
conceptualization
s

of

task
(Data from IQ2, IQ9)
TABLE 3: Participants’
conceptualization
s

of

task-based teaching
(Data from IQ2, IQ3, IQ 5, IQ6, IQ10, IQ11, IQ12)
TABLE 4: Participants’ attitudes towards TBLT
(Data from IQ2, IQ3, IQ4, IQ 5, IQ6, IQ8, IQ12)
TABLE 5
: Factors

impacting

on

extent

of
TBLT
impleme
ntation
(Data from IQ2, IQ3, IQ 5, IQ6, IQ7, IQ8, IQ10, IQ11, IQ12, IQ13)
TABLE 6: Participants’ class teaching practice
(Data from class observations)
TABLE 7: Participants’ orientation of teaching instruction
(Data from teaching plan)
TABLE 8: The deviations between teachers’ conceptualizations and their practice
1
CHAPTER 1. INTRODUCTION
1.1. Rationale
1.1.1. State of the problem.
Task-based language teaching, like other approaches to language teaching, is
initiated in the west (Ellis, 2003) mainly for adult intermediate learners. It opens new
potential orientations and hopes to the EFL learners and teachers in some aspects of learning
and teaching. The application of this approach depends on a lot of factors, such as context of
teaching, environment or social variables and as the matter of fact the teacher’s
conceptualization. Despite its popularity in Vietnam, this approach remains under-
researched, especially how teachers conceptualize it according to their own understanding
and beliefs. In Tay Bac University, English language teachers have been introduced to this
approach, and they often mention the need to use this approach to the teaching of English to
the students in the university. It is quite rational because Ellis (2003) has stated that task-
based language teaching applied in universities is really a great help. However, if the success
of any language teaching method or approach depends on many factors, one of which is
teachers’ understanding and conceptualization of the intended approach, the investigation of
how teachers interpret Task-Based Language Teaching (TBLT) is an urgent need. This study
was intended to respond this need.
1.1.2. Theoretical rationale
Numerous studies suggest that teachers’ teaching approaches are less affected by the
reserachers’ ideas but more by their conceptualization of the approach (Borg, 2003). In fact,
there has been an emphasis on research into teachers’ understanding, interpretation or
conceptualization of, and attitudes towards, the intended language teaching approach over
the last decades. Such conceptualization and attidues of teachers are shaped by various
contextual and educational factors. This study follows the research paradigm which seeks to
uncover teachers’ psychology and cognition of TBLT in the context of Tay Bac University.
1.2. Purpose of the Study
The purpose of this study is to investigate teachers’ conceptualization of TBLT and
their actual implementation of TBLT in their classroom. Specifically, the following
objectives were set up for the study:
a) to investigate university teachers’ at titudes to TBLT in their teaching context
2
b) to understand university teachers’ conceptualization of TBLT
c) to find out how university teachers implement TBLT in their own classroom.
1.3. Research Questions
In order to achieve the above-mentioned objectives, the following research questions
were raised:
1. What are the university teachers’ conceptualizations of, and attitudes towards,
task-based language teaching?
2. To what extent do their conceptualizations match the composite view of task-based
language teaching?
3. How do they implement task-based language teaching in their classroom?
In seeking the answers to these research questions, a qualitative case study was
designed and conducted in the context of a university in the mountaineous area of North
Vietnam.
1.4. Significance of the Study

Information obtained from this study will help teacher educators and teacher
researchers to make appropriate decisions on how to introduce TBLT in Vietnamese
contexts. Aslo, it may inform concerned people of how to help teachers to adapt TBLT to
their teaching context by first of all readjust their mindset and attitudes.
1.5. Limitations of the Study
There are several limitations identified in this study. First, the sample size is small
and limited to the context of Tay Bac University. Data collection and analysis focus on only
twelve university teachers which were purposefully selected to yield the most information
for the research questions. Although unique in their own ways, the participating teachers are
all considered highly proficient teachers and familiar with methodology as almost all of them
have just finished subjects of master course and they are doing theses. This study may help
to build knowledge and understanding of teachers’ conceptualization of a method, but so it is
unable to generalize the research results to the variety of universities. The study purpose is
only of the benefit of a method at a specific university, so we are not intended to produce
results which can be applied universally.
Researcher’s bias may be another limitation in this study. The researcher is an avid
proponent of this method with extensive classroom experience involving learning through
3
tasks. To minimize the effects of the researcher’s bias, the interviews are recorded carefully
for later data analysis, and the class teaching observations are encrypted with thorough
attention on sheets of paper, and teaching plans of teachers are interpreted carefully to get
triangulate data.
1.6. Scope of the study
What are univerity teachers’view of TBLT and how such a view of TBLT is
implemented in the classroom by TBU teachers of English? The task-based approach itself is
scattered in this scope.
1.7. Organization of the Study
This chapter introduced the study exploring potential of TBLT within the context of
Taybac University. The chapter included an overview of the issues, statement of the
problem, purpose of the study, research questions, significance of the study, limitations of
the study, definition of terms, and organization of the study. Chapter 2 provides a review of
the literature, including a theoretical framework focusing on learning and teaching theory.
Chapter 2 also provides research of issues surrounding the concepts and components of
TBLT.
Chapter 3 describes the methodology through a description of the case study
methodology and research design. An overview of a pilot study that informs the proposed
study and a description of the selected research site and its participants are also included. In
addition, the role of the researcher, the role of the teacher, and the procedures for data
collection and data analysis are discussed through rich description and visual representations.
Chapter 4 presents the results of the study. Finally, Chapter 5 summarizes the findings,
discusses implications for educational implications, and offers recommendations for further
researches.
CHAPTER 2. LITERATURE REVIEW
4
The purpose of this chapter is to provide an extensive review of the literature as it
relates to the overall perspectives of task-based language learning and task-based language
teaching. First, an overview of the literature concerning the TBLT terminologies, its key
components, its principles, its features, framework for learning and teaching, and its
distinctions with other teaching methods is provided. Next, the theoretical foundations for
the birth and growth of task-based language teaching are discussed, including cognitive
theory of learning, sociocultural perspectives of constructivist theory of learning, etc. Third,
teachers’ interpretation of teaching methodology is mentioned. This chapter is also designed
to explore and identify how teachers’ views of their classroom teaching are. Lastly, the
theoretical underpinnings, review of existing task-based teaching research bibliography will
provide a framework for understanding the concept of TBLT and its potentials, the
methodology and data collection involved in the study, and, ultimately, the analysis of
findings obtained from the study.
2.1. Definition of terminology
2.1.1. Defining ‘task’

and task-based language teaching
Before doing anything else, we need to clarify terminologies; therefore, in this part, a
basic distinction between real-world or target tasks, and pedagogical tasks, and different
perspectives of TBLT is identified and discussed. It is necessary because confusions often
arise in discussions of task-based teaching when different teachers and writers use different
definitions of the term ‘task’. And here is the overview of task definitions.
In the literature, various definitions have been offered that differ widely in scope and
formulation up to a point where almost anything related to educational activity can now be
called a ‘task’. Clearly, in order to prevent the understanding of tasks from becoming fuzzy
and overwhelming, clear definitions of what authors mean when they use the word ‘task’ are
necessary.
Long (1985) defined a task as "… a piece of work undertaken for oneself or for
others, freely or for some reward . . . By 'task' is meant the hundred and one things people do
in everyday life, at work, at play, and in between" (p. 89).
Task also refers to a job responsibility or duty that is a specific part of a particular job
that a person is asked to do. For example, the job of an administrative assistant requires the
task of scheduling appointments for the supervisor. Jobs can be "task-analyzed" for