Finding success with the implementation of task-based language teaching: the role of teacher agency

IF 2.4 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Language, Culture and Curriculum Pub Date : 2021-03-29 DOI:10.1080/07908318.2021.1906268

Jinfen Xu, Yumei Fan

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引用次数: 7

Abstract

ABSTRACT This study contributes to the limited research on teacher agency in task-based language teaching. Conceptualising agency through the lens of activity theory, the study investigated how two EFL teachers enacted their agency in TBLT implementation at a Chinese university and what factors mediated the enactment of their agency. Data collected by means of classroom observation, interviews and course documents were triangulated to provide a descriptive synthesis of teacher participants’ experiences with task-based language teaching. The analysis of the data revealed that these two teachers demonstrated agency through teaching as adaptation and teaching as learning to overcome the contradictions in the instructional activity system. They engaged with both proactive and reactive agency. A number of mediational factors were found to account for their agency. The study highlights the crucial role of teachers’ shared beliefs on the value of TBLT and curriculum reform and institutional support in influencing teachers’ adoption of task-supported language teaching.

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任务型语言教学的成功实施:教师中介的作用

本研究是对任务型语言教学中教师能动性研究的补充。本研究从活动理论的角度对代理行为进行概念化，考察了中国某大学两名英语教师在任务型教学中的代理行为及其中介因素。通过课堂观察、访谈和课程文件收集的数据进行了三角测量，以提供教师参与者在任务型语言教学中的经验的描述性综合。数据分析表明，这两位教师通过教即适应和教即学习来克服教学活动系统中的矛盾。他们同时参与主动和被动代理。一些中介因素被发现解释了它们的作用。本研究强调了教师对任务型语言教学价值的共同信念、课程改革和制度支持在影响教师采用任务型语言教学方面的关键作用。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Language, Culture and Curriculum Multiple-

CiteScore

7.00

自引率

5.70%

发文量

期刊介绍： Language, Culture and Curriculum is a well-established journal that seeks to enhance the understanding of the relations between the three dimensions of its title. It welcomes work dealing with a wide range of languages (mother tongues, global English, foreign, minority, immigrant, heritage, or endangered languages) in the context of bilingual and multilingual education and first, second or additional language learning. It focuses on research into cultural content, literacy or intercultural and transnational studies, usually related to curriculum development, organisation or implementation. The journal also includes studies of language instruction, teacher training, teaching methods and language-in-education policy. It is open to investigations of language attitudes, beliefs and identities as well as to contributions dealing with language learning processes and language practices inside and outside of the classroom. Language, Culture and Curriculum encourages submissions from a variety of disciplinary approaches. Since its inception in 1988 the journal has tried to cover a wide range of topics and it has disseminated articles from authors from all continents.

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