在西班牙语课程中实施任务型语言教学:教师和学生的看法

IF 3.3 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Xavier Gutiérrez
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引用次数: 0

摘要

关于任务型语言教学(TBLT)的大多数研究都集中在对任务型表现和学习起作用的具体因素上,而关注在第二语言(L2)教学环境中如何开发和实施 TBLT 课程的研究则少得多。不过,有观点认为,后一种类型的评估调查对于提高该方法的教育意义至关重要。虽然近年来发表了更多的评估研究,但其中很少有采用多种方法、纵向和周期性视角的研究。本研究考察了任务型教学法在大学西班牙语作为外语课程中五年的规划和实施情况,特别强调了教师和学生对该教学法的看法。数据来源包括与教师的会谈记录、课堂观察、通过日记、焦点小组和问卷调查收集的学生看法,以及通过问卷调查收集的教师看法。对这些数据的定性和定量分析揭示了计划阶段的关键环节、教学方法的积极和挑战部分、根据参与者的看法所做的修改,以及在整个实施过程中任务型教学的接受程度逐步提高。本文讨论了在其他第二语言教育环境中实施和评估 TBLT 的意义。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Implementation of task-based language teaching in a Spanish language program: Instructors’ and students’ perceptions
Most research on task-based language teaching (TBLT) has focused on specific factors that play a role in task-based performance and learning, whereas considerably fewer studies have paid attention to how TBLT curricula have been developed and delivered in second language (L2) teaching contexts. However, it has been argued that the latter type of evaluative inquiry is crucial in order to advance the educational significance of the approach. While more evaluation studies have been published in recent years, few of them adopt a multi-methodological, longitudinal and cyclical perspective. The current study examines the planning and implementation of task-based instruction in a university-level Spanish as a foreign language program over a five-year period, with a particular emphasis on instructors’ and students’ perceptions about the approach. Data sources consisted of notes from meetings with instructors, classroom observations, students’ perceptions collected through journals, focus groups and questionnaires, and instructors’ perceptions collected through a questionnaire. The qualitative and quantitative analysis of these data revealed critical aspects of the planning phase, positive and challenging components of the approach, modifications made in response to participants’ perceptions, as well as a gradual increase regarding the level of acceptance of task-based instruction throughout the implementation. Implications for the implementation and evaluation of TBLT in other second language educational contexts are discussed.
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来源期刊
CiteScore
13.20
自引率
7.10%
发文量
116
期刊介绍: Language Teaching Research is a peer-reviewed journal that publishes research within the area of second or foreign language teaching. Although articles are written in English, the journal welcomes studies dealing with the teaching of languages other than English as well. The journal is a venue for studies that demonstrate sound research methods and which report findings that have clear pedagogical implications. A wide range of topics in the area of language teaching is covered, including: -Programme -Syllabus -Materials design -Methodology -The teaching of specific skills and language for specific purposes Thorough investigation and research ensures this journal is: -International in focus, publishing work from countries worldwide -Interdisciplinary, encouraging work which seeks to break down barriers that have isolated language teaching professionals from others concerned with pedagogy -Innovative, seeking to stimulate new avenues of enquiry, including ''action'' research
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