Exploring Iranian EFL Teachers’ Perspectives on Task-based Language Teaching مقالة

كاتب مسؤول: Amini، Shahrzad ؛

مؤلف: Mahmoudi Largani، Farzad ؛ Hedayat، Behnam ؛

International Journal of Research in English Education December 2019, Volume 4 - Number 4 (‎13 صفحة - من 27 إلی 39 )

الکلمات المفتاحية: Task high school EFL Teachers attitudes based language teaching private institute

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.

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