tblt research article _carless 2004

2013 초등영어교사교육

Issues in teachers’ reinterpreta-tion of a task-based innovation in primary schools

TESOL QUARTERLY Vol.38, No.4, Winter 2004

Overview

연구의 필요성 연구 배경

이론적 배경 및 선행 연구

연구 방법 및 과정

연구 결과 및 논의

결 론

Adult cases in ESL context Vs Young learners in EFL context

State school setting Qualitative study on how a task based innovation was

implemented in the Hong Kong primary school context. TOC

TOC(Target-oriented curriculum), success?

I 연구의 필요성 및 연구 배경

Notion of TASK & 3 issues of TBL implementation

II 이론적 배경 및 선행 연구

Task

- Meaning is primary, it works toward a goal it is outcome-evaluated, and it is related to the world outside the classroom (Schehan)

-Purpose, a context, a process, a product, a framework of knowledge and skills (TOC)

Issue 1 Mother Tong Use

-A barrier to communication in TL vs Important cognitive and social func-tion

-Teachers identified pupils’ use of MT as the most prominent difficulty (Careless & Gorden, 1997)

-Learners used the first language for important cognitive and social func-tions; discussing strategies for how to carry out the task, and using the Mt could help them to acquire TL voc. And syntax(Swain & Lapkin, 2000)

Classroom Management

-Tensions are arise when facilitative teacher roles in task-based teaching conflict with prevailing cultural norms that indicate a more authoritative teacher persona

-Communicative approaches have had little impact in state schools because they encourge activity, noise, initative and disorder, which usually conflict with the normal ethos of schooling (Tomlinson, 1988)

Issue 3 Target Language Production

-Need emprical research on TBL in foreign language contexts

-Critique of Task-based interaction (Seedhouse, 1999) “~students often focus on completing the task ~ “ Ex) Students completed survey task in silence

-Because of no need to communicate

-Possible solution(Lin and Luk, 2002): to make explicit to Ss the rationale and learning objectives behand the tasks


Notion of TASK & 3 issues of TBL implementation

Research Questions What are the teachers’ attitudes and understandings toward

task-based teaching? How are the teachers attempting to implement task-based

teaching and what issues emerge from these


Method-Case Study A part of a larger study Why case study? Informants : 3 primary teachers in Hong Kong Classroom observation, focused interviews, attitude scale

* 5-point Likert attitude scale

-Measure the respondents’ orientation to English lan-guage teaching and TOC

-Not a focus of this article

III. 연구 방법 및 연구 과정

Class observation Each classroom was observed for 5 or 6 consecutive

English lessons in three observation cycles during the school year.

51 lesson observations (17 x 3 teachers) All lessons were audiotaped on a single tape recorder. Field notes-To focus on collecting qualitative data using

field notes and lesson trasncriptions


Interviews Totaling around 15 hours of interview data. (6

semistructured interviews of 40 to 60 min. x 3 teachers)


Interview Focus

Baseline interview

collect relevant background information about teacher and school

3 post observation interviews

Seek views on relevant issues emerging from the lessons just observed

Summativeinterview

Probe the main issues arising from the ongoing data analysis

Postanalysis interview

Seek respondent validation or disconfirmation of the data analysis

Data Analysis Assign codes → Identify themes→Pool all data → Identify evidence “an organized construction” -Move repeatedly from data to

emergent findings Compare informants’ interpretations with their classroom actions Feedback from the respondents and other associates both in

Hong Kong and overseas To avoid subjectivity of qualitative research-Distinguish the pri-

mary data from writer’s interpretation


The Context and Teachers Primary schooling in Hong Kong -Start at 6, last form 6 years -3 main subjects: Chinese, mathematics, English -Teaching: traditional, textbook oriented -View on innovative pedagogies: unnecessary, impractical English -The sole foreign language -The only primary school subject taught using English -7~9 lessons a week, 35 min a lesson -The extent of TL use: variable according to the teachers’ and stu-

dents’ English abilities -Concerns about declining English language standards→controversal

benchmark tests of teacher language proficiency

III. 연구 방법 및 과정

Teachers’ experienceTeacher Qualifications

/trainingTeaching

experienceStandard of pupils

Classtaught

AliceTeaching certificate(English):completed 16 week full-time inservice course on commu-nicative appproaches

8 years Aboveaverage

P1 class(Year 1), 33 pupilsaged 6-7

BettyBA(music) untrained: under-going part-time in-service training

2 years AverageP2 class(Year 2), 31 pupilsaged 7-8

Connie Teaching certivicate(English): B.Ed(UK); started M.Ed 5 years

Slightlybelow

average

P1 class(Year 1), 26 pupilsaged6-7


Teachers’Experience Alice -Responsible for developing TOC for the subject of English -”participate actively ~ their interest” “Task is an activity, ~use the language

meaningfully, ~ interact ~” -Develop understanding of task based teaching and identify task features Betty -Not exposed to communicative approaches -”to provide input”, “The discipline should be settled befor the lesson starts~” -”task mainly has objectives and ~”, Not distinguish between a task and an ex-

ercise Connie -Well qualified academically -”~ motivate ~interest in learning~, ~knowledge in use ~, lively, not just a

classroom situation ~” -Develop understanding and interpretation of some of the innovation’s key

elements


Teachers’knowledge and atti-tudes The attitude scale data -Alice-somewhere in between(quite positive) -Betty-least positively oriented(neutral stance) -Connie-most positively oriented (very positive)


Classroom Episodes A Alice’s -Discipline problems, lack of TL use -6 groups of 5 or 6: 3 groups-task and 3 groups-a workbook exercise Field notes record …a lot of noise and excitement, particularly from the boys…hardly

any English at all…noise makes it difficult to hear what is being said…three groups chosen to d work workbook…willingly...no re-sentment…some solid written work.

Postlesson interview Expressed satisfaction with the lesson and highlighted 2 issues 1) Classroom management: Unhappy about the noise, wished to pro-

vide the opportunity for pupils to put language into use 2) Pupils’ use of MT: “I don’t like them using Cantonese ~

IV. 연구 결과

Classroom Episodes B Betty -Discipline problems, pupils’ use of MT -Practice target structures with textbook and then with photos in

group Field notes record …the authentic photoes…pupils commented in

Cantonese..succeeded…motivatied…involved…challenged to gen-erate their own English interpretations of …

Postlesson interview 1) Pleased that ‘the photos catch the Ss’ attention ~ 2) Interpreted the lively response somewhat negatively ~ “disci-

pline problems were caused ~. Group work is difficult because ~opportunity to talk in Cantonese”

IV. 연구 결과

Classroom Episodes C Connie -The Uneven distribution of turns in the oral part and the lack of lan-

guage production during the time-consuming drawing activity -Listening to the group leader’s description→drawing→labeling Field notes record …successfully involving students in language use…only certain in-

dividuals used English… …The majority are still drawing/colouring or chatting with their

neighbours in Cantonese. Postlesson interview 1) “Some of the pupils can really ask and answer the questions ~” 2) “ They like doing the drawing~, but it takes so much time and I

wonder if they are really learning ~”

IV. 연구 결과

Interviews and Additional Classroom Data-Use of MT

IV. 연구 결과 및 논의

Different views on using MT but tensions between carrying out activi-ties and maintaining orderly classroom

Category of the Ts’ views on recourse to MT -Because of limited English proficiency(A, B, C) -To faciliate the activity (A, B, C) -Because the activity was too complicated (B, C) -Expresssing their feelings arguing or complaining (C) -Laziness (A) and lack of initiate (B) Constructive uses of MT Ts models of TL/MT use also seemed to influence the Ss Alice: English for instructions but not for disciplining Ss Betty: MT for explanations, as a social lubricant, for humorous purposes Connie: rarely used MT during whole class interaction

Interviews and Additional Classroom Data-Discipline Challenges


To carry out activities VS To maintain a quiet, orderly classroom

Allice: “~It’s unavoidable having noise when they are talk-ing in groups; ~”

Betty: focus on discipline Connie -”I always believe that students should be quiet in class,

but in carrying out activites you have to tolerate some noise”

-Noted conflict between the cultural desire for a quiet classroom and the necessity to tolerate some noise.

Interviews and Additional Classroom Data-TL production


Allice -In some tasks, only certain individuals used English -The nature of tasks limited language production Betty -”Sometimes it is difficult for everyone to participate in an activ-

ity ~” -Identified some tasks not leading to much TL production -”I speak too much and could do more to get the pupils to speak” Connie -Noted that through TOC tasks, pupils had developed their oral

skills -Identified tasks that limited language production

Interviews and Additional Classroom Data-Summary


Teacher MT use Discipline Language production

Alice

+

-

Facilitates peersupport; facilitates activitesDenotes lazinesss

Willing to tolerate some indiscipline

+

-

Some communication through EnglishSome tasks time-consuming and not producing much language

Betty+

-

Facilitates activities:social lubricantDenotes lack of initia-tive

Desires to maintain tight control

+

-

Beginning to reflect on The issue.Some tasks dominated by teacher or a few students

Connie

+

-

facilitates activities; reduces anxiety.Use for arguing for complaining

Seeks balance between good behaviour and noisyactivities

+

-

Notes improvement in oral skillsSome domination by individuals or other lack of language production

Discussion IV. 연구 결과 및 논의

MT use -Writer’s interpretation : MT use is a complex issue. Allowing Ss to use MT during tasks may affect their

conduct positively or negatively. -Further exploration -Barrier VS Potential Support Classroom management and discipline -underexplored but important for Ts, particularly those who teach in more traditional contexts. -Writer’s interpretation: concerns over noise and discipline inhibited implementing task based teaching -Increasingly important in China, Japan, South Korea, and Taiwan -Ts should learn to tolerate constructive noise -Senior teachers and school principals support teachers by reassuring them that a noisy classroom will not,

in itself, be viewed unfavorably. -Ss’ views on tasks: a lull, an opportunity to take a break TL Production -3 Ts concerns over activities that enabled only a few Ss to use language : Writer: non participating learners can learn from others’ participation -too much time on nonlinguistic activities : Tasks must be carefully designed and implemented so that nonlinguistic elements do not outweigh Eng-

lish language aspects -further exploration

Conclusion V. 결 론

Task-supported teaching -a weak version of task based instruction that enables

students to practice communicating using language items that the teacher has introduced in a traditional way(Ellis, 2003)

Teachers reinterpretation: important but neglected More studies are needed of how educational practices are

reinterpreted according to learners’ age and proficiency levels, the sociocultural realities of schooling and the teacher’s training and beliefs.

감사합니다 .

Smile ,and the world smiles with

you.

tblt research article _carless 2004

Education