Conceptions of Language Input in Second Language Acquisition: A Case of Vietnamese EFL Teachers

Loi, Nguyen Huu; Franken, Margaret

doi:10.5746/leia/10/v1/a06/nguyen_franken

Cited by 3 publications

(2 citation statements)

References 24 publications

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“…Even with this freedom and the adoption of more communicative textbooks, traditional form-focused instruction is common. For example, Le and Barnard (2009) and Nguyen and Franken (2010) found that most of their teacher participants spent a large portion of their lessons explicitly teaching vocabulary and grammar, and frequently delayed communicative activities until their students were familiar with the language content of the lesson. Similarly, found that the three university EFL teachers that the study focused on consistently followed the PPP approach and taught grammar structures.…”

Section: Research On the Implementation Of Task-based Teaching In Vietnammentioning

confidence: 99%

TBLT Perspectives on Teaching from an EFL Textbook at a Vietnam University

Dao

Newton

2021

CJAL

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This study investigated the relationship between the affordances for task-based teaching in a textbook and teachers’ awareness of and uptake of these affordances. Specifically, it compared and evaluated the communicativeness and task-likeness of activities in the textbook, New Cutting Edge, Elementary (Cunningham & Moore, 2005) and then contrasted these findings with classroom observation data on the way the activities were implemented by three Vietnamese English as a Foreign Language (EFL) teachers at a Vietnamese university. Interviews with the teachers provided further data on their implementation decisions. The analysis and evaluation of the textbook activities and how they were implemented adopted two coding frameworks, one for evaluating communicativeness (Littlewood, 2004) and the other for evaluating task-likeness (Ellis, 2018). The analysis of communicativeness revealed that while the textbook has a high proportion of activities with low communicative value, the task analysis showed that many of these activities are, in fact, either tasks or task-like. However, form-focused activities typically precede the tasks, which compromises the alignment of the textbook with TBLT. Data from classroom observations of three 90-minute lessons taught by each teacher showed that the teachers consistently reduced the communicativeness and task-likeness of the textbook activities, and replaced them with teacher-centered, explicit grammar explanation and drill practice. Stimulated recall interviews and follow-up semi-structured interviews revealed the teachers’ rationales for their practice, including their concern about the unsuitability of tasks for low proficiency students, exam pressure and time constraints, and their lack of awareness of the nature of language learning tasks.

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Section: Research On the Implementation Of Task-based Teaching In Vietnammentioning

confidence: 99%

TBLT Perspectives on Teaching from an EFL Textbook at a Vietnam University

Dao

Newton

2021

CJAL

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“…At university level, Nguyen and Franken (2010), explored six teachers' understandings of the roles of input, output, and interaction in TBLT through interviews and classroom observation.…”

Section: The Implementation Of Tblt By Vietnamese Teachersmentioning

confidence: 99%

Perspectives from Task-Based Language Teaching on EFL Textbook Use: A Participatory Action Research Study at a Vietnamese University

Dao¹

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Task-based language teaching (TBLT) has been emphasised in second/foreign language education policy in many Asia-Pacific countries, including in Vietnam where, since 2008, official policy has mandated the use of language learning tasks in foreign language education. Consequently, Vietnamese teachers are expected to adopt task-based, communicative instruction in their classes. However, research to date in Vietnam has reported mixed success in teacher adoption and understanding of TBLT. The two-fold purpose of this study was to first investigate the influence of a textbook on task-based teaching, including how textbook tasks were interpreted and implemented by EFL teachers at a Vietnamese university, and, second, to investigate the impact of professional support on improving their engagement with TBLT. The research adopted an interpretive, qualitative, case study approach combined with Participatory Action Research (PAR). It tracked the use of tasks by three teachers across two research phases: a situation analysis followed by a PAR study. Data for the study included textbook analysis, classroom observations, stimulated recall interviews, semi-structured interviews with the teachers, and focus group interviews with students. Phase 1 investigated the relationship between the affordances for task-based teaching in the textbook New Cutting Edge, Elementary and teachers’ awareness of and uptake of these affordances. The communicativeness and task-likeness of activities and lesson sequences in the textbook were analysed and compared with the implementation decisions made by the teachers. Findings reveal that while the textbook has a high proportion of activities with low communicative value, many of these activities are either tasks or task-like. Data from classroom observations showed that, in their implementation of the textbook, the teachers consistently reduced the communicativeness and task-likeness of the textbook activities and replaced them with teacher-centred, explicit grammar explanation and drill practice. Interviews revealed the teachers’ rationales for their practices, including their belief that tasks are unsuitable for low proficiency students, pressure from exams, limited instruction time, and the teachers’ limited understanding of TBLT. In Phase 2, the three case study teachers participated in two PAR cycles aimed at helping the teachers to adopt TBLT. The PAR involved two professional development and learning (TPDL) workshops, collaborative planning of six task-based lessons (three lessons in each cycle), and subsequent teaching of these lessons. Data for Phase 2 included a descriptive account of the workshopping process, 18 classroom observations, semi-structured teacher interviews, and student focus group interviews. Findings revealed ways in which, over the two cycles, the teachers’ practices increasingly aligned with recognised principles of TBLT, although with each teacher moving along a unique professional trajectory in how they delivered the lessons and in their evolving understanding of TBLT and particular concerns. The study contributes to three intersecting fields of research: the implementation of TBLT in authentic classrooms; the relationship between teachers’ beliefs and TBLT practices; and TPDL for TBLT, an under-researched topic.

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El proceso de aprendizaje de una segunda lengua en los esports

Fuentes

Navas

2020

CLAC

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El peso que ha adquirido la industria de los videojuegos en diferentes países y la posibilidad de jugar a estos videojuegos en línea han permitido que jugadores españoles se comuniquen con jugadores cuya lengua sea diferente a la de ellos. En este estudio de caso, hemos querido analizar cómo es el proceso de aprendizaje de una lengua extranjera cuando se juega a videojuegos, centrándonos especialmente en el caso de los esports. Para ello se han utilizado como herramientas de recogida de información observaciones, análisis de los discursos en partidas, entrevistas a jugadores y evaluación de destrezas. Los resultados obtenidos exponen la influencia de la comunicación obligatoria, el aprendizaje a través de la interacción y la relación del aprendizaje en el videojuego a nivel competitivo con los contenidos del aula como factores clave en este proceso.

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Conceptions of Language Input in Second Language Acquisition: A Case of Vietnamese EFL Teachers

Cited by 3 publications

References 24 publications

TBLT Perspectives on Teaching from an EFL Textbook at a Vietnam University

TBLT Perspectives on Teaching from an EFL Textbook at a Vietnam University

Perspectives from Task-Based Language Teaching on EFL Textbook Use: A Participatory Action Research Study at a Vietnamese University

El proceso de aprendizaje de una segunda lengua en los esports

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