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| 論文名稱 | Teachers’ Stories of Task-Based Language Teaching (TBLT) in Teaching Taiwanese Student Athletes English |
| 研討會開始日期 | 2020-11-27 |
| 研討會結束日期 | 2020-11-29 |
| 所有作者 | I-Jane Janet Weng |
| 作者順序 | 第一作者 |
| 通訊作者 | 是 |
| 研討會名稱 | Asia TEFL 2020 International Conference |
| 是否具有對外公開徵稿及審稿制度 | 是 |
| 研討會舉行之國家 | NATTWN-中華民國 |
| 研討會舉行之城市 | 韓國 |
| 發表年份 | 2020 |
| 所屬計劃案 | ENRS106010 |
| 可公開文檔 |
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| 可公開文檔 |
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| 可公開文檔 |
[英文摘要] :
Although Task-Based Language Teaching (TBLT) has been acknowledged as an important pedagogy for foreign language acquisition in the classroom, there are only a limited number of studies exploring its practices from the viewpoints of the teachers in Asian contexts. Employing a qualitative case analysis method, this study focuses on understanding teachers’ perspectives of using TBLT to teach a group of national student-athletes English in a sport and training center in Taiwan. The participants were four English language teachers, one local and three foreigners, who were encouraged to revise their curriculum and develop new teaching materials and learning activities based on the principles of TBLT. The analysis of the collected in-depth interviews and class observations showed that the operationalization of TBLT targeting non-native athlete students was complex. Although all teachers agreed that a student-centered TBLT approach had its benefits with an emphasis on meaningful interactions through different tasks, the teachers were somewhat eclectic in their pedagogical choices. The evidence reflected that several issues influenced their practices: (1) teachers’ personal experiences in the past and new understanding of TBLT in classrooms, (2) students’ language proficiency and learning motivation, and (3) a balance of input and output in teaching and learning. The lessons learned from these teachers’ stories might provide insights for other teachers, scholars or policymakers in similar situations where EFL teachers strive to teach English in a meaningful and effective way.
