Task-Based Language Teaching and English for Academic Purposes: An Investigation into Instructor Perceptions and Practice in the Canadian Context

Autor/inn/en	Douglas, Scott Roy; Kim, Marcia
Titel	Task-Based Language Teaching and English for Academic Purposes: An Investigation into Instructor Perceptions and Practice in the Canadian Context
Quelle	In: TESL Canada Journal, 31 (2014), S.1-22 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0826-435X
Schlagwörter	English for Academic Purposes; Second Language Learning; Second Language Instruction; Language Teachers; Teacher Attitudes; Task Analysis; Teaching Methods; Incidence; Educational Benefits; Language Proficiency; Qualitative Research; Essays; Interviews; Time Factors (Learning); Instructional Effectiveness; Expectation; Cultural Context; Teacher Surveys; Phenomenology; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Lehrerverhalten; Aufgabenanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Vorkommen; Bildungsertrag; Language skill; Language skills; Sprachkompetenz; Qualitative Forschung; Essay; Aufsatzunterricht; Interviewing; Interviewtechnik; Unterrichtserfolg; Expectancy; Erwartung; Phenomenological psychology; Phänomenologie; Psychologie; Ausland; Kanada
Abstract	English for Academic Purposes (EAP) programs designed to meet postsecondary English language proficiency requirements are a common pathway to higher education for students from non-English-speaking backgrounds. Grounded in a Canadian context, this study seeks to examine the prevalence of Task-Based Language Teaching (TBLT) in EAP, common examples of EAP tasks, and the benefits and drawbacks of this approach for EAP students. EAP professionals (n = 42) were recruited from the membership of TESL Canada, and participants completed a questionnaire on their perceptions of TBLT for EAP. Of those who participated, 69% reported using TBLT in at least half of their lessons, with 86% of the participants indicating that TBLT was suitable for EAP instruction. Further qualitative analysis of the data revealed that presentations, essays, and interviews were the top three tasks employed by EAP teachers; the practicality, effectiveness, and learner-centredness of TBLT were its major benefits; and mismatched student expectations, lack of classroom time, and excessive instructor preparation were TBLT's major drawbacks. Ambiguity regarding what constitutes TBLT was also found in the data. It appears that TBLT is used by participants across Canada and is well accepted as a teaching approach. However, some concerns associated with TBLT in EAP remain to be addressed. (As Provided).
Anmerkungen	TESL Canada Federation. 408-4370 Dominion Street, Burnaby, BC V5G 4L7, Canada. Tel: 604-298-0312; Fax: 604-298-0372; e-mail: admin@tesl.ca; Web site: http://www.tesl.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01