Using Tasks in Teaching Practice: Helping Pre-service Teachers Learn to Promote Students' Language Use

DOI 機関リポジトリ Web Site

この論文をさがす

抄録

This study investigates how tasks in pre-service teacher education can help aspiring teachers learn to promote students' language use in the English class. A task is an activity where learners interact in the target language to achieve a non-linguistic outcome. Based on Willis's framework for Task Based Learning(1996)，three pre-service teachers conducted a jumble task in 4 classes at a junior high school. Self evaluation sheets were given to students after each class to determine how effective the tasks were in encouraging them to use English，and the teachers' discoveries about encouraging students' language use were revealed through a post-practice written report. Teachers discovered that the way in which tasks are demonstrated and explained can have a significant impact on students' language use. 1 propose that when using tasks in pre-service teacher education，the instructor should consider choosing the task and making the basic outline of the lesson so that teachers can devote more time to practice how to expedite the task. I also propose using an abbreviated version of Willis's framework in future practices so that teachers have more time to present the task and students have the opportunity to repeat the task.

収録刊行物

詳細情報 詳細情報について

問題の指摘

ページトップへ