The argument that research related to TBLT might look more seriously at the classroom context is not an argument against TBLT per se.What we need,rather,is research designed to investigate the extent to which the form...The argument that research related to TBLT might look more seriously at the classroom context is not an argument against TBLT per se.What we need,rather,is research designed to investigate the extent to which the forms of interaction promoted by such research only emerge in the first instance(or fail to emerge at all)on account of contextual factors.Research of this kind would need to examine the kind of pedagogic tools and instructional procedures(often summarily dismissed as matters of'classroom management')teachers use in their day to day work,not merely within the confines of single'episodes'of interaction but across longer stretches of time.Ideally,such research would need to be bottomup:the researcher s interest would be in what actually happens in class,without taking a pre-emptive stand by ruling out a priori teacher-fronted work,or any other form of classroom event which might have a bearing on the teaching and/or the learning of linguistic forms.ELTJ,as a flagship professional journal,is well placed to serve as a venue for reporting research of this sort.My hope is that we will no longer need to plead the case for context quite so urgently when the next editor comes to the end of his term.展开更多
Task and activity So,should we say that this task turned out the way it did chiefly on account of the task design and i ts rationale,whilst noting that various social factors also played a role?Or could we go further,...Task and activity So,should we say that this task turned out the way it did chiefly on account of the task design and i ts rationale,whilst noting that various social factors also played a role?Or could we go further,and suggest that the social context was pivotal in determining how the task was implemented?The key issue here is the degree to which task design is a reliable indicator of task outcomes,versus the extent to which events are shaped by an interaction between task and context,leading which we could not reliably predict solely on the basis of the task.展开更多
In this article,l examine some of the ideas about task-based language teaching(TBLT)which have emerged over the 17 years of the current editorship of ELTJ,focusing in particular on grammar and vocabulary,and enquiring...In this article,l examine some of the ideas about task-based language teaching(TBLT)which have emerged over the 17 years of the current editorship of ELTJ,focusing in particular on grammar and vocabulary,and enquiring to what degree these ideas take adequate account of classroom context.Over this period,TBLT scholars have built up a sizeable body of research and made a variety of influential recommendations for classroom practice.Underlying much of this research is the belief that we can make reasonably reliable predictions about how tasks or other forms of classroom interaction will trigger certain learning processes,without needing to enquire too deeply into matters of context(such as the social relationships between learners).ls this a fair assumption,or do we need research to take classroom contexts more seriously if it is to be beneficial to both language learners and language teachers?展开更多
文摘The argument that research related to TBLT might look more seriously at the classroom context is not an argument against TBLT per se.What we need,rather,is research designed to investigate the extent to which the forms of interaction promoted by such research only emerge in the first instance(or fail to emerge at all)on account of contextual factors.Research of this kind would need to examine the kind of pedagogic tools and instructional procedures(often summarily dismissed as matters of'classroom management')teachers use in their day to day work,not merely within the confines of single'episodes'of interaction but across longer stretches of time.Ideally,such research would need to be bottomup:the researcher s interest would be in what actually happens in class,without taking a pre-emptive stand by ruling out a priori teacher-fronted work,or any other form of classroom event which might have a bearing on the teaching and/or the learning of linguistic forms.ELTJ,as a flagship professional journal,is well placed to serve as a venue for reporting research of this sort.My hope is that we will no longer need to plead the case for context quite so urgently when the next editor comes to the end of his term.
文摘Task and activity So,should we say that this task turned out the way it did chiefly on account of the task design and i ts rationale,whilst noting that various social factors also played a role?Or could we go further,and suggest that the social context was pivotal in determining how the task was implemented?The key issue here is the degree to which task design is a reliable indicator of task outcomes,versus the extent to which events are shaped by an interaction between task and context,leading which we could not reliably predict solely on the basis of the task.
文摘In this article,l examine some of the ideas about task-based language teaching(TBLT)which have emerged over the 17 years of the current editorship of ELTJ,focusing in particular on grammar and vocabulary,and enquiring to what degree these ideas take adequate account of classroom context.Over this period,TBLT scholars have built up a sizeable body of research and made a variety of influential recommendations for classroom practice.Underlying much of this research is the belief that we can make reasonably reliable predictions about how tasks or other forms of classroom interaction will trigger certain learning processes,without needing to enquire too deeply into matters of context(such as the social relationships between learners).ls this a fair assumption,or do we need research to take classroom contexts more seriously if it is to be beneficial to both language learners and language teachers?
