Task-Based Language Teaching: An Insight into Teacher Practice

Dao Thi Thanh Hao

doi:doi:10.11648/j.ijecs.20170204.14

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Task-Based Language Teaching: An Insight into Teacher Practice

Dao Thi Thanh Hao

Published in International Journal of Education, Culture and Society (Volume 2, Issue 4)

Received: 26 December 2016 Accepted: 6 January 2017 Published: 30 September 2017

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Abstract

The current case study is an attempt to get an insight into a teacher’s actual experiences of TBLT adoption at a Vietnamese University to delineate the bridge from TBLT theory to TBLT practice in Vietnamese context. Observation and semi –structured interview were employed to collect qualitative data. The findings from both instruments showed that the teacher practice did not really reflect the core tenets of TBLT approach since there existed several worth-concerning reasons behind her decision making in terms of group work culture, low-level students, and pressure from examination preparation.

Published in	International Journal of Education, Culture and Society (Volume 2, Issue 4)
DOI	10.11648/j.ijecs.20170204.14
Page(s)	126-131
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2017. Published by Science Publishing Group

Keywords

Task-Based Language Teaching, Teacher Practice, Vietnamese Context

References

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Dao Thi Thanh Hao. (2017). Task-Based Language Teaching: An Insight into Teacher Practice. International Journal of Education, Culture and Society, 2(4), 126-131. https://doi.org/10.11648/j.ijecs.20170204.14

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Dao Thi Thanh Hao. Task-Based Language Teaching: An Insight into Teacher Practice. Int. J. Educ. Cult. Soc. 2017, 2(4), 126-131. doi: 10.11648/j.ijecs.20170204.14

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Dao Thi Thanh Hao. Task-Based Language Teaching: An Insight into Teacher Practice. Int J Educ Cult Soc. 2017;2(4):126-131. doi: 10.11648/j.ijecs.20170204.14

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@article{10.11648/j.ijecs.20170204.14,
  author = {Dao Thi Thanh Hao},
  title = {Task-Based Language Teaching: An Insight into Teacher Practice},
  journal = {International Journal of Education, Culture and Society},
  volume = {2},
  number = {4},
  pages = {126-131},
  doi = {10.11648/j.ijecs.20170204.14},
  url = {https://doi.org/10.11648/j.ijecs.20170204.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijecs.20170204.14},
  abstract = {The current case study is an attempt to get an insight into a teacher’s actual experiences of TBLT adoption at a Vietnamese University to delineate the bridge from TBLT theory to TBLT practice in Vietnamese context. Observation and semi –structured interview were employed to collect qualitative data. The findings from both instruments showed that the teacher practice did not really reflect the core tenets of TBLT approach since there existed several worth-concerning reasons behind her decision making in terms of group work culture, low-level students, and pressure from examination preparation.},
 year = {2017}
}

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TY  - JOUR
T1  - Task-Based Language Teaching: An Insight into Teacher Practice
AU  - Dao Thi Thanh Hao
Y1  - 2017/09/30
PY  - 2017
N1  - https://doi.org/10.11648/j.ijecs.20170204.14
DO  - 10.11648/j.ijecs.20170204.14
T2  - International Journal of Education, Culture and Society
JF  - International Journal of Education, Culture and Society
JO  - International Journal of Education, Culture and Society
SP  - 126
EP  - 131
PB  - Science Publishing Group
SN  - 2575-3363
UR  - https://doi.org/10.11648/j.ijecs.20170204.14
AB  - The current case study is an attempt to get an insight into a teacher’s actual experiences of TBLT adoption at a Vietnamese University to delineate the bridge from TBLT theory to TBLT practice in Vietnamese context. Observation and semi –structured interview were employed to collect qualitative data. The findings from both instruments showed that the teacher practice did not really reflect the core tenets of TBLT approach since there existed several worth-concerning reasons behind her decision making in terms of group work culture, low-level students, and pressure from examination preparation.
VL  - 2
IS  - 4
ER  -

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Author Information

Dao Thi Thanh Hao

International Education Centre, Hanoi University, Nguyen Trai, Thanh Xuan, Hanoi, Vietnam

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Dao Thi Thanh Hao. (2017). Task-Based Language Teaching: An Insight into Teacher Practice. International Journal of Education, Culture and Society, 2(4), 126-131. https://doi.org/10.11648/j.ijecs.20170204.14

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ACS Style

Dao Thi Thanh Hao. Task-Based Language Teaching: An Insight into Teacher Practice. Int. J. Educ. Cult. Soc. 2017, 2(4), 126-131. doi: 10.11648/j.ijecs.20170204.14

Copy | Download

AMA Style

Dao Thi Thanh Hao. Task-Based Language Teaching: An Insight into Teacher Practice. Int J Educ Cult Soc. 2017;2(4):126-131. doi: 10.11648/j.ijecs.20170204.14

Copy | Download

@article{10.11648/j.ijecs.20170204.14,
  author = {Dao Thi Thanh Hao},
  title = {Task-Based Language Teaching: An Insight into Teacher Practice},
  journal = {International Journal of Education, Culture and Society},
  volume = {2},
  number = {4},
  pages = {126-131},
  doi = {10.11648/j.ijecs.20170204.14},
  url = {https://doi.org/10.11648/j.ijecs.20170204.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijecs.20170204.14},
  abstract = {The current case study is an attempt to get an insight into a teacher’s actual experiences of TBLT adoption at a Vietnamese University to delineate the bridge from TBLT theory to TBLT practice in Vietnamese context. Observation and semi –structured interview were employed to collect qualitative data. The findings from both instruments showed that the teacher practice did not really reflect the core tenets of TBLT approach since there existed several worth-concerning reasons behind her decision making in terms of group work culture, low-level students, and pressure from examination preparation.},
 year = {2017}
}

Copy | Download

TY  - JOUR
T1  - Task-Based Language Teaching: An Insight into Teacher Practice
AU  - Dao Thi Thanh Hao
Y1  - 2017/09/30
PY  - 2017
N1  - https://doi.org/10.11648/j.ijecs.20170204.14
DO  - 10.11648/j.ijecs.20170204.14
T2  - International Journal of Education, Culture and Society
JF  - International Journal of Education, Culture and Society
JO  - International Journal of Education, Culture and Society
SP  - 126
EP  - 131
PB  - Science Publishing Group
SN  - 2575-3363
UR  - https://doi.org/10.11648/j.ijecs.20170204.14
AB  - The current case study is an attempt to get an insight into a teacher’s actual experiences of TBLT adoption at a Vietnamese University to delineate the bridge from TBLT theory to TBLT practice in Vietnamese context. Observation and semi –structured interview were employed to collect qualitative data. The findings from both instruments showed that the teacher practice did not really reflect the core tenets of TBLT approach since there existed several worth-concerning reasons behind her decision making in terms of group work culture, low-level students, and pressure from examination preparation.
VL  - 2
IS  - 4
ER  -

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