Book contents
- The Cambridge Handbook of Task-Based Language Teaching
- Cambridge Handbooks In Language And Linguistics
- The Cambridge Handbook of Task-Based Language Teaching
- Copyright page
- Dedication
- Contents
- Figures
- Tables
- Contributors
- Preface The Origins and Growth of Task-Based Language Teaching
- Part I The Rationale for Task-Based Language Teaching
- Part II Tasks and Needs Analysis
- 3 Why Task? Task as a Unit of Analysis for Language Education
- 4 Adapting and Advancing Task-Based Needs Analysis Methodology across Diverse Language Learning Contexts
- 4A Developing a Task-Based Approach
- 4B A Task-Based Language Needs Analysis of Syrian Refugee Parents in Turkey
- 4C Task-Based Language Teaching in a Japanese University
- 4D The Implementation of a Task-Based Spanish-Language Program in Qingdao, China
- 5 The L in TBLT
- 5A Blustery with an Occasional Downpour
- 5B “I Have a Question”
- Part III The Task Syllabus and Materials
- Part IV Methodology and Pedagogy
- Part V Task-Based Language Teaching with School-Age Children
- Part VI The Teacher in Task-Based Language Teaching
- Part VII Task-Based Assessment and Program Evaluation
- Part VIII Research Needs and Future Prospects
- Index
- References
4C - Task-Based Language Teaching in a Japanese University
From Needs Analysis to Evaluation
from Part II - Tasks and Needs Analysis
Published online by Cambridge University Press: 19 November 2021
Book contents
- The Cambridge Handbook of Task-Based Language Teaching
- Cambridge Handbooks In Language And Linguistics
- The Cambridge Handbook of Task-Based Language Teaching
- Copyright page
- Dedication
- Contents
- Figures
- Tables
- Contributors
- Preface The Origins and Growth of Task-Based Language Teaching
- Part I The Rationale for Task-Based Language Teaching
- Part II Tasks and Needs Analysis
- 3 Why Task? Task as a Unit of Analysis for Language Education
- 4 Adapting and Advancing Task-Based Needs Analysis Methodology across Diverse Language Learning Contexts
- 4A Developing a Task-Based Approach
- 4B A Task-Based Language Needs Analysis of Syrian Refugee Parents in Turkey
- 4C Task-Based Language Teaching in a Japanese University
- 4D The Implementation of a Task-Based Spanish-Language Program in Qingdao, China
- 5 The L in TBLT
- 5A Blustery with an Occasional Downpour
- 5B “I Have a Question”
- Part III The Task Syllabus and Materials
- Part IV Methodology and Pedagogy
- Part V Task-Based Language Teaching with School-Age Children
- Part VI The Teacher in Task-Based Language Teaching
- Part VII Task-Based Assessment and Program Evaluation
- Part VIII Research Needs and Future Prospects
- Index
- References
Summary
This case study describes the planning, implementation and evaluation of a two-year task-based language teaching (TBLT) strand within an English major curriculum at a Japanese university. The project took place over a five-year period between 2001 and 2006 in a relatively challenging context for TBLT. The prevailing opinion was that learners did not have specific needs for English, necessitating general language instruction. With the purpose of providing more focused, goal-oriented instruction, the project incorporated a task-based needs analysis (Long, 2005) that triangulated information from employment records, interviews and a sequence of surveys to build a consensus on the critical second language tasks faced by graduates (Lambert, 2010). This information fed into the design, implementation and evaluation a two-year TBLT program. The case study describes the project as input for TBLT projects in similar contexts.
- Type
- Chapter
- Information
- The Cambridge Handbook of Task-Based Language Teaching , pp. 121 - 134Publisher: Cambridge University PressPrint publication year: 2021
References
Further Reading
Ellis, R., Skehan, P., Li, S., Shintani, N., and Lambert, C. (2020). Task-based language teaching: Theory and practice. Cambridge: Cambridge University Press, Chapters 6–7.Google Scholar
Lambert, C. (2004). Reverse-engineering communication tasks. ELT Journal, 58(1), 18–27.CrossRefGoogle Scholar
Lambert, C. (2020). Instructional frameworks for using tasks in task-based instruction. In Lambert, C. and Oliver, R., eds. Using tasks in second language teaching: Practice in diverse contexts. Bristol: Multilingual Matters, pp. 13–32.Google Scholar
Lambert, C. and Robinson, P. (2014). Learning to perform a narrative task: A semester long study of task sequencing effects. In Baralt, M., Gilabert, R., and Robinson, P., eds. Task sequencing and instructed second language learning. London: Bloomsbury, pp. 207–30.Google Scholar
References
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Hillman, K. and Long, M. (2020). A task-based needs analysis for US Foreign Service officers: The challenge of the Japanese celebration speech. In Lambert, C. and Oliver, R, eds. Using tasks in diverse contexts. Bristol: Multilingual Matters.Google Scholar
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