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Download Luận văn Uncover teachers’ psychology and cognition of TBLT in the context of Tay Bac University
TABLE OF CONTENTS
DECLARATION . i
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 teaching . 38
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 findings . 51
4.1.1. Teachers’ conceptualizations of task . 51
4.1.2. Teachers’ conceptualizations of task-based teaching . 53
4.1.3. Teachers’ attitudes toward task-based teaching . 56
4.1.4. Factors affecting the TBLT implementation . 57
4.1.5. The reality of teachers’ class teaching . 59
4.1.6. Teachers’ 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
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 teaching plans of university teachers . . XIV
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In a study published in 1987, David Nunan reported a large gap between the rhetoric and the reality in relation to CLT. Schools that claimed to be teaching according to principles of CLT were doing nothing of the sort (Nunan 1987). And the same is true today to TBLT. When asked to describe what TBLT is and how it is realized in the classroom, many people are hard pressed to do so. There are two possible interpretations for this. On the one hand it may partly reflect the fact that, as with CLT, there are numerous interpretations and orientations to the concept. That multiple perspectives and applications have developed is not necessarily a bad thing; in fact, it is probably good that the concept has the power to speak to different people in different ways. On the other hand, it may simply be a case of ‘old wine in new bottles’: schools embracing the new ‘orthodoxy’ in their public pronouncements, but adhering to traditional practices in the classroom.
In order to have a sufficient understanding of a teaching method or approach, teachers need not only be aware of its definition, its underpinned theories but also the distinction of that method to other methods or approaches which seem to be identical in many features.
2.6. Teachers’ views of teaching methodology and their classroom teaching
I start the discussion of this point with the statement of Bransford, Brown and Cockling: Humans are viewed as goal directed agents who actively seek information. They come to formal education and training with a range of prior knowledge, skills, beliefs and concepts that significantly influence what they notice about the environment and how they organize and interpret it. This, in turn, affects their abilities to remember, reason, solve problems and acquire new knowledge (1999, p.l0). That viewpoint matches well with what Cuban (1993) mentioned when human agents are teachers; he has argued that "The knowledge, beliefs, and attitudes that teachers have ... shape what they choose to do in their classrooms and explain the core of instructional practices that have endured over time" (p. 256). Everybody knows that the main aim of foreign language teaching is to enable learners to communicate in the target language. Therefore, “to be an effective foreign language teacher requires a range of skills and knowledge” (Canh, 2004: 126). Unquestionably, teachers’ view of teaching methodology would very much affect their classroom teaching, or in the other hand these two factors correlate well with each other. And accordingly if the researcher wants to investigate the teachers’ viewpoint of teaching and the methodological appropriateness, the best way is through the observation of their classroom teaching; whereas, the teaching in classroom can provide the teachers’ viewpoint of a teaching method. Allwright (1988) made the point that: “... We need studies of what actually happens, not of what recognizable teaching methods, strategies or techniques are employed by the teacher, but of what really happens between teacher and class” (p.51).
The teachers in TBU mostly thought that the teaching methodology is extremely vital to their teaching. They assert to prefer CLT and TBLT as the most used and favourable teaching approaches whose activities are both motivating and interesting, and that they generally promote meaningful exchanges and genuine communication in realistic contexts. The teachers, in addition, believed that implementing CLT and other modern teaching methods is troubleful because of the large classes and of lacking authenticity on all counts. Thankfully, they also thought that any deficits in activities and tasks could be overcome through adaptation or supplementation. Justification for the discrepancy between these results could be linked once again to the over-whelming and widening influence of the Communicative Approach and other newer instructional techniques such as task-based teaching. The aforementioned 'Communicative' backlash against the Grammar-Translation Approach as well as the increasing popularity of TBLT and consciousness-raising might have had the detrimental effect of procuring ELT professionals with attitudes that support an overabundance of authentic communication practice, and this could explain why the teachers at TBU thought their teaching was not communicative or meaningful enough. However, the observations of classroom teaching depicted a little different result from their opinion; learning tasks and activities sometimes did not engage much interaction and create meaningful communications. The reason might be that some teachers still cannot drive their teaching from teacher-centered approach to learner-centered approach as their aforementioned desire, so students’ learning is the result of drilling and memorization. Some other teaching periods showed that teachers could not make use of opportunities to enhance students learning, which might have done well if things went as what they have declared. The reason might be that some of them do not understand thoroughly about the method they think they are applying in their teaching.
2.7. Conclusion
In this chapter the literature on task-based language teaching is reviewed. Various aspects of TBLT such as the definition, the nature of TBLT and the difference between TBLT and other language teaching approaches are discussed. In addition, the importance of understanding teachers’ interpretation of teaching approaches is presented.
As can be seen from this literature review, TBLT has attracted the attention of second language acquisition and second/foreign language education researchers over the last two decades, much of the research has been psycholinguistic in nature. What is commonly documented in the literature is that in TBLT, the ‘task’ is used as the basic unit of analysis at the levels of goals (syllabus), educational activities (methodology) and assessment, although assessment is not discussed in this literature review because it is beyond the scope of the study.
Furthermore, it seems that teachers tend to reinterpret the construct of task-based teaching according to their own experience and beliefs. Regretably this issue has not been researched in Vietnam although TBLT has been introduced into schools and universities for several years. This study is an attempt to look at the question of teachers’ conceptualizations of TBLT as well as the way the use the approach in their classroom.
The next chapter presents the research methodology which is employed in this present study.
CHAPTER 3. METHODOLOGY
This chapter is to present research methodology I choose to achieve the aims and objectives of the study. It gives out thorough explanations of reasons for choosing the research instruments, and clarifies specific way of getting information through those instruments.
3.1. The fitness of case study to the research purpose.
A case study is characterized by a bounded, integrated system in which a unit of analysis or entity (the case) is being studied (Creswell, 1998). However, it is not necessarily defined by the methods used for investigation, but rather “a choice of what is to be studied” (Stake, 2000, p. 435). A case study concerns with a detailed exploration of a single example of, something Gillham (2000). Gillham defines a case study in specific as follows:
• a unit of human activity embedded in the real world;
• which can only be studied or understood in context;
• which exists here and now;
• that merges in with its context so that precise boundaries are difficult to draw (p.1).
Thus, a case study is used to search for various kinds of evidence in the case setting to get the best possible answers to the research questions (Gillham, op.cit). Some major characteristics of its are as follows: (1) it is abstracted and collated; (2) in a case study, ...
Download miễn phí Luận văn Uncover teachers’ psychology and cognition of TBLT in the context of Tay Bac University
TABLE OF CONTENTS
DECLARATION . i
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 teaching . 38
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 findings . 51
4.1.1. Teachers’ conceptualizations of task . 51
4.1.2. Teachers’ conceptualizations of task-based teaching . 53
4.1.3. Teachers’ attitudes toward task-based teaching . 56
4.1.4. Factors affecting the TBLT implementation . 57
4.1.5. The reality of teachers’ class teaching . 59
4.1.6. Teachers’ 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
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 teaching plans of university teachers . . XIV
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They define a language-learning task as including almost anything that students are asked (or choose) to do in the classroom, including formal learning activities such as grammar exercises and controlled practice activities, provided the objective of the activity is related to learning the language Williams and Burden (1997, p. 168). Ellis (2003b) distinguished between task-supported teaching (TST), in which tasks are a means for activating learners' prior second language knowledge by developing fluency, and task-based teaching, in which tasks comprise the foundation of the whole curriculum. Moreover, many other teachers have a more restricted definition. They exclude activities where the learners are focusing on formal aspects of the language (such as grammar, pronunciation or vocabulary) and reserve the term ‘task’ for activities in which the purpose is related to the communication of meanings (i.e. for what Nunan, 1989, p. 10, calls a “communicative task”).In a study published in 1987, David Nunan reported a large gap between the rhetoric and the reality in relation to CLT. Schools that claimed to be teaching according to principles of CLT were doing nothing of the sort (Nunan 1987). And the same is true today to TBLT. When asked to describe what TBLT is and how it is realized in the classroom, many people are hard pressed to do so. There are two possible interpretations for this. On the one hand it may partly reflect the fact that, as with CLT, there are numerous interpretations and orientations to the concept. That multiple perspectives and applications have developed is not necessarily a bad thing; in fact, it is probably good that the concept has the power to speak to different people in different ways. On the other hand, it may simply be a case of ‘old wine in new bottles’: schools embracing the new ‘orthodoxy’ in their public pronouncements, but adhering to traditional practices in the classroom.
In order to have a sufficient understanding of a teaching method or approach, teachers need not only be aware of its definition, its underpinned theories but also the distinction of that method to other methods or approaches which seem to be identical in many features.
2.6. Teachers’ views of teaching methodology and their classroom teaching
I start the discussion of this point with the statement of Bransford, Brown and Cockling: Humans are viewed as goal directed agents who actively seek information. They come to formal education and training with a range of prior knowledge, skills, beliefs and concepts that significantly influence what they notice about the environment and how they organize and interpret it. This, in turn, affects their abilities to remember, reason, solve problems and acquire new knowledge (1999, p.l0). That viewpoint matches well with what Cuban (1993) mentioned when human agents are teachers; he has argued that "The knowledge, beliefs, and attitudes that teachers have ... shape what they choose to do in their classrooms and explain the core of instructional practices that have endured over time" (p. 256). Everybody knows that the main aim of foreign language teaching is to enable learners to communicate in the target language. Therefore, “to be an effective foreign language teacher requires a range of skills and knowledge” (Canh, 2004: 126). Unquestionably, teachers’ view of teaching methodology would very much affect their classroom teaching, or in the other hand these two factors correlate well with each other. And accordingly if the researcher wants to investigate the teachers’ viewpoint of teaching and the methodological appropriateness, the best way is through the observation of their classroom teaching; whereas, the teaching in classroom can provide the teachers’ viewpoint of a teaching method. Allwright (1988) made the point that: “... We need studies of what actually happens, not of what recognizable teaching methods, strategies or techniques are employed by the teacher, but of what really happens between teacher and class” (p.51).
The teachers in TBU mostly thought that the teaching methodology is extremely vital to their teaching. They assert to prefer CLT and TBLT as the most used and favourable teaching approaches whose activities are both motivating and interesting, and that they generally promote meaningful exchanges and genuine communication in realistic contexts. The teachers, in addition, believed that implementing CLT and other modern teaching methods is troubleful because of the large classes and of lacking authenticity on all counts. Thankfully, they also thought that any deficits in activities and tasks could be overcome through adaptation or supplementation. Justification for the discrepancy between these results could be linked once again to the over-whelming and widening influence of the Communicative Approach and other newer instructional techniques such as task-based teaching. The aforementioned 'Communicative' backlash against the Grammar-Translation Approach as well as the increasing popularity of TBLT and consciousness-raising might have had the detrimental effect of procuring ELT professionals with attitudes that support an overabundance of authentic communication practice, and this could explain why the teachers at TBU thought their teaching was not communicative or meaningful enough. However, the observations of classroom teaching depicted a little different result from their opinion; learning tasks and activities sometimes did not engage much interaction and create meaningful communications. The reason might be that some teachers still cannot drive their teaching from teacher-centered approach to learner-centered approach as their aforementioned desire, so students’ learning is the result of drilling and memorization. Some other teaching periods showed that teachers could not make use of opportunities to enhance students learning, which might have done well if things went as what they have declared. The reason might be that some of them do not understand thoroughly about the method they think they are applying in their teaching.
2.7. Conclusion
In this chapter the literature on task-based language teaching is reviewed. Various aspects of TBLT such as the definition, the nature of TBLT and the difference between TBLT and other language teaching approaches are discussed. In addition, the importance of understanding teachers’ interpretation of teaching approaches is presented.
As can be seen from this literature review, TBLT has attracted the attention of second language acquisition and second/foreign language education researchers over the last two decades, much of the research has been psycholinguistic in nature. What is commonly documented in the literature is that in TBLT, the ‘task’ is used as the basic unit of analysis at the levels of goals (syllabus), educational activities (methodology) and assessment, although assessment is not discussed in this literature review because it is beyond the scope of the study.
Furthermore, it seems that teachers tend to reinterpret the construct of task-based teaching according to their own experience and beliefs. Regretably this issue has not been researched in Vietnam although TBLT has been introduced into schools and universities for several years. This study is an attempt to look at the question of teachers’ conceptualizations of TBLT as well as the way the use the approach in their classroom.
The next chapter presents the research methodology which is employed in this present study.
CHAPTER 3. METHODOLOGY
This chapter is to present research methodology I choose to achieve the aims and objectives of the study. It gives out thorough explanations of reasons for choosing the research instruments, and clarifies specific way of getting information through those instruments.
3.1. The fitness of case study to the research purpose.
A case study is characterized by a bounded, integrated system in which a unit of analysis or entity (the case) is being studied (Creswell, 1998). However, it is not necessarily defined by the methods used for investigation, but rather “a choice of what is to be studied” (Stake, 2000, p. 435). A case study concerns with a detailed exploration of a single example of, something Gillham (2000). Gillham defines a case study in specific as follows:
• a unit of human activity embedded in the real world;
• which can only be studied or understood in context;
• which exists here and now;
• that merges in with its context so that precise boundaries are difficult to draw (p.1).
Thus, a case study is used to search for various kinds of evidence in the case setting to get the best possible answers to the research questions (Gillham, op.cit). Some major characteristics of its are as follows: (1) it is abstracted and collated; (2) in a case study, ...