خلاصة:
By the advent of communicative language teaching, the view of language
researchers has altered from focusing on grammatical form towards
meaning–based approaches to second language acquisition. But, less
inclination is found in researchers to investigate into teachers’ attitudes
regarding the implementation of such an approach to classroom instruction.
The purpose of this study is to investigate Iranian high school and private
institute teachers’ knowledge and attitude toward Task and Task-based
Language Teaching. Furthermore, the reasons for choosing or avoiding
implementing TBLT in the classrooms are investigated. So, a questionnaire
consisting of four main parts was administered to 117 high school and
institute teachers in Shiraz. Descriptive analysis indicated that the high
school and institute teachers had good knowledge of TBLT principles.
Moreover, they had positive attitudes toward TBLT, indicating a welcoming
atmosphere toward the implementation of TBLT. Generally, no significant
difference was found between the two groups of teacher. The findings
revealed that the basic reason for implementing TBLT was the fact that it
integrates the four language skills. Large classroom size and unfamiliarity of
learners with TBLT were the basic reasons for avoiding the implementation
of TBLT. The results suggested that EFL teachers can be hopeful to
successfully apply TBLT in their classes, in both contexts.
ملخص الجهاز:
The purpose of this study is to investigate Iranian high school and private institute teachers’ knowledge and attitude toward Task and Task-based Language Teaching.
Keywords: attitudes, EFL teachers, high school, private institute, task-based language teaching 27 1.
In Iran, where English is considered as a foreign language and learners are exposed to the language only in high schools and private institutes, studying teachers’ perceptions of TBLT in both contexts would provide valuable insights.
1. 2 Objective of the Study In this study, language institute and high school teachers’ perception of task and TBLT are compared to determine if there are any differences among the views of these two groups of teachers.
It is also the objective of the study to investigate for what practical reasons English as a foreign language teachers choose to implement task-based language teaching and what would be their reasons in case they avoid implementing TBLT techniques.
With respect to teachers’ view of TBLT, Jeon and Hahn (2006) studied teachers’ perceptions of task-based language teaching in Korean EFL situation.
Pohan, Andhini, Nopitasari, and Levana (2016) conducted a study to explore state junior, senior, and vocational high schools teachers’ perception of TBLT in English classroom practice.
Liu, Mishan, and Chambers (2018) sought to investigate EFL teachers’ perceptions of task-based language teaching in higher education in China.
In another study, Pham and Nguyen (2018) examined teachers’ perceptions about task-based language teaching and its implementation in classroom.
Exploring EFL teachers’ perceptions of task-based language teaching: A case study of Korean secondary school classroom practice.