TASK-BASED LANGUAGE TEACHING IN VIETNAM: MISUNDERSTANDINGS AND SUGGESTIONS
Abstract
Task-based language teaching (TBLT) has been extensively researched and applied in many education settings due to the belief in its effectiveness in maximizing learners’ language competency. Although this issue is not a new concept in language education, misunderstandings of TBLT do exist, which leads to further misapplications of the pedagogy. Besides, the reality of teaching and learning may not make TBLT a preferred method. This paper, therefore, takes as its aims the common misunderstandings when applying TBLT in Vietnamese education settings. The author investigates how TBLT is frequently mistakenly perceived by language educators and provides suggestions on how to design language tasks with specific implications of TBLT in an EFL classroom.
Keywords
Full Text:
PDFReferences
Bachman, L. (1990). Fundamental considerations in language testing. Oxford, UK: Oxford University Press.
Barnard, R., & Nguyen, G. V. (2010). Task-based language teaching (TBLT): A Vietnamese case study using narrative frame to elicit teachers’ beliefs. Language Education in Asia, 1(1), 77-86.
Bonces, M. R, & Bonces, J. R. (2010). Task-based language learning: Old approach, new style, a new lesson to learn. PROFILE Issues in Teachers’ Professional Development, 12(2), 165-178.
Branden, K. V. D. (2006). Task-based language teaching: From theory to practice. Cambridge, UK: Cambridge University Press.
Ellis, R. (2003). Task-based language learning and teaching. Oxford, UK: Oxford University Press.
Ellis, R. (2009). Task-based language teaching: Sorting out the misunderstandings. International Journal of Applied Linguistics, 19(3), 221-246.
Harshbarger, L. (2002). What works in the ELT classroom? Using robust reasoning to find out. English Teaching Forum, 40(4), 18-25.
Hoang, V. V. (2013). The current situation and issues of the teaching of English in Vietnam. Retrieved from http://r-cube.ritsumei.ac.jp/bitstream/10367/4129/1/ LCS_22_1pp7-18_HOANG.pdf.
Le, V. T. (2014). Factors affecting task-based language teaching from teachers’ perspectives. Study in English Language Teaching, 2(1), 108-122.
Nguyen, T. H., Warren, W., & Fehring, H. (2014). Factors affecting English language teaching and learning in higher education. English Language Teaching, 7(8), 94-105.
Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge, UK: Cambridge University Press.
Nunan, D. (2004). Task-based language teaching. Cambridge, UK: Cambridge University Press.
Prabhu, N. S. (1987). Second language pedagogy. Oxford, UK: Oxford University Press.
Phuong, H. Y. (2016). Challenges of shifting to Task-based language teaching: A story from a Vietnamese teacher. Cantho University Journal of Science, 2, 37-45.
Robertson, M. (2014). Task-based language teaching and Expansive Learning Theory. TESL Canada Journal, 31(8), 187-198.
Rozati, S. M. (2014). Language teaching and Task-based approach. Theory and Practice in Language Studies, 4(6), 1273-1278.
Ruso, N. (2007). The influence of Task-based learning in EFL classrooms. Asian EFL Journal, 3(1), 147-172.
Sheen, R. (2002). “Focus on form” or “Focus on forms”. ELT Journal, 56(3), 303-304.
Skehan, P. (1998). A cognitive approach to language learning. New York, USA: Oxford University Press.
Willis, J. (1996). A framework for task-based learning. London, UK: Longman.
DOI: http://dx.doi.org/10.37569/DalatUniversity.7.4.303(2017)
Refbacks
- There are currently no refbacks.
Copyright (c) 2017 Chi Đô Na
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.