Process and Experience in the Language Classroom

Legutke, Michael; Thomas, Howard

doi:10.4324/9781315846682

Cited by 89 publications

(51 citation statements)

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“…Attention to language then becomes a function of specific needs in particular communication contexts. Legutke and Thomas (1991) explain and illustrate this approach in detail, Ribe and Vidal (1993) provide relevant materials and Canto, de Graaff and Jauregi (2014) and Müller-Hartmann and Schocker-von Ditfurth (2011) report valuable case studies of this approach to TBLT.…”

Section: A Discovery-based Element To Tbltmentioning

confidence: 97%

Sources, developments and directions of task-based language teaching

Bygate

2015

The Language Learning Journal

129

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This paper provides an outline of the origins, the current shape and the potential directions of task-based language teaching (TBLT) as an approach to language pedagogy. It first offers a brief description of TBLT and considers its origins within language teaching methodology and second language acquisition. It then summarises the current position of TBLT from two perspectives: first, it identifies key elements in approaches to the teaching of language based on tasks, and second, it turns to a consideration of the principal issues that have been explored in TBLT research. The paper concludes by considering directions for the future development of TBLT as an approach to language pedagogy, highlighting the need for future research to be classroom-based and programme-based.

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Section: A Discovery-based Element To Tbltmentioning

confidence: 97%

Sources, developments and directions of task-based language teaching

Bygate

2015

The Language Learning Journal

129

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“…All the instruments were developed for the purposes of the research by the researcher and helped to observe the changes in the overall level of autonomy as well as the emergence of autonomous behaviours in the following areas: e quantitative data was gathered by means of a pre-and post-questionnaire prepared on the basis of autonomous behaviour lists (Boud 1988;Legutke and omas 1991;Dickinson 1992;Breen and Mann 1997;Sheerin, 1997), and acknowledged autonomy questionnaires used in the Polish educational context (Michońska-Stadnik 2000;Pawlak 2004). e questionnaire consisted of 35 items graded according to a Likert-type scale where 1 indicated 'strongly disagree' and 5 -'strongly agree.'…”

Section: E Role Of Autonomy and Assessment In Language Learningmentioning

confidence: 99%

Implementing Portfolio Assessment in Lower-Secondary School

Czura

2013

ELOPE

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SummarySince alternative assessment embraces highly authentic tasks consistent with classroom goals and instruction, its implementation in the language classroom is believed to promote collaboration with peers, transfer responsibility to the learners and, consequently, foster learner autonomy. is paper presents the results of a research study aiming to determine whether portfolio assessment contributes to the development of autonomy in adolescent learners. In order to collect the data, qualitative and quantative methods of research were applied. e research results reveal that the implementation of portfolio assessment failed to a ect the overall level of learner autonomy. Introducing one selected pedagogical procedure does not su ce to foster learner autonomy. Teachers need to be ready to pass a portion of their authority to the learners, who, in turn, need to know how to use the new privileges judiciously.Key words: alternative assessment, portfolio assessment, learner autonomy, adolescents Uvajanje ocenjevanja s pomočjo portfolija v nižji srednji šoliPovzetek Alternativno ocenjevanje sestoji iz avtentičnih nalog, ki direktno odražajo način in cilje poučevanja, njihovo uvajanje v razredu pa naj bi spodbujalo sodelovanje med učenci, njihovo samostojnost ter prenos odgovornosti na učence. Namen predstavljene raziskave je bil ugotoviti, ali uvedba ocenjevanja s pomočjo portfolio prispeva k večji avtonomiji učencev v najstniški starosti. Pri zbiranju podatkov smo uporabili kvalitativne in kvantitativne raziskovalne metode. Rezultati raziskave kažejo, da ocenjevanje s pomočjo portfolija ni vplivalo na učenčevo samostojnost. Uvajanje enega samega pedagoškega postopka ne zadošča za razvijanje učenčeve samostojnosti. Učitelji morajo prenesti del svoje avtoritete na učence, ti pa se morajo zavedati nove odgovornosti in jo premišljeno uporabljati.

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“…Their need to use casual, conversational English (the apparent goal of many Freshman English programs) was small, compared with the ever-increasing need to be able to access technical information written in English, to interact in social and professional networks in English, and to take major courses which used English as the teaching medium. It was therefore considered, in the light of research such as Legutke & Thomas (1991), that the acquisition of learning strategies and higher-order thinking skills through a project-based approach would empower students to acquire specific technical language, while having beneficial side-effects in terms of target-language use, participation, increased interest and motivation.…”

Section: Freshman Projectsmentioning

confidence: 99%

“…In-depth discussions of the project-approach in ELT are also available in Beckett & Slater (2005), Legutke & Thomas (1991), McGovern (1995), and Stoller (2002). The relevant programs are also presented here in outline rather than explained in detail, since this paper essentially reports on findings subsequent to Finch 2001aand Finch & Sampson 2001, and on the efficacy of the principles and theories implemented in those studies.…”

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confidence: 99%

Projects for Special Purposes: A Progress Report

Finch

2012

WJEL

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This paper reports on the design and implementation of project-based university Freshman English task-based syllabi by the author in Korea and describes further research, modifications and evaluations that have taken place since implementation of the original syllabus. The aim is not to justify the task-based and project-based approaches, but to report on the efficacy of these particular syllabi and the associated programs as perceived by teachers, students and other researchers. Having described some situations in which the syllabi have been incorporated, the paper concludes that a democratically-oriented project-based approach to foreign language learning offers a means of developing positive affect, autonomy, critical thinking, organization, and language skills in the context of the learners' major studies, as well as social skills acquired through collaboration and is therefore a pedagogically sound option for language teachers who wish to address contemporary challenges of smart technology and the Academic-English needs of their students. It is further argued that projects offer a strategy for language teaching through which traditional ethics can be combined with modern learning theory.

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Process and Experience in the Language Classroom

Cited by 89 publications

References 0 publications

Sources, developments and directions of task-based language teaching

Sources, developments and directions of task-based language teaching

Implementing Portfolio Assessment in Lower-Secondary School

Projects for Special Purposes: A Progress Report

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