1. 2013 초등영어교사교육
Issues in teachers’ reinterpretation of a
task-based innovation in primary
schools
TESOLQUARTERLY Vol.38, No.4,Winter 2004

2. Overview
연구의 필요성 연구 배경
이론적 배경 및 선행 연구
연구 방법 및 과정
연구 결과 및 논의
결
론

3. I 연구의 필요성 및 연구 배경

Adult cases in ESL context Vs Young learners in EFL context

State school setting

Qualitative study on how a task based innovation was implemented in
the Hong Kong primary school context. TOC

TOC(Target-oriented curriculum), success?

4. II 이론적 배경 및 선행 연구
Notion of TASK
& 3 issues of TBL implementation

Task
- Meaning is primary, it works toward a goal it is outcome-evaluated, and it is related
to the world outside the classroom (Schehan)
-Purpose, a context, a process, a product, a framework of knowledge and skills (TOC)

Issue 1 Mother Tong Use
-A barrier to communication in TL vs Important cognitive and social function
-Teachers identified pupils’ use of MT as the most prominent difficulty (Careless &
Gorden, 1997)
-Learners used the first language for important cognitive and social functions;
discussing strategies for how to carry out the task, and using the Mt could help them
to acquire TL voc. And syntax(Swain & Lapkin, 2000)

5. II 이론적 배경 및 선행 연구
Notion of TASK
& 3 issues of TBL implementation

Classroom Management
-Tensions are arise when facilitative teacher roles in task-based teaching conflict with prevailing
cultural norms that indicate a more authoritative teacher persona
-Communicative approaches have had little impact in state schools because they encourge
activity, noise, initative and disorder, which usually conflict with the normal ethos of schooling
(Tomlinson, 1988)

Issue 3 Target Language Production
-Need emprical research on TBL in foreign language contexts
-Critique of Task-based interaction (Seedhouse, 1999) “~students often focus on completing the
task ~ “ Ex) Students completed survey task in silence
-Because of no need to communicate
-Possible solution(Lin and Luk, 2002): to make explicit to Ss the rationale and learning objectives
behand the tasks

6. II 이론적 배경 및 선행 연구
Research Questions

What are the teachers’ attitudes and understandings toward task-based
teaching?

How are the teachers attempting to implement task-based teaching and what
issues emerge from these

7. III. 연구 방법 및 연구 과정
Method-Case Study

A part of a larger study

Why case study?

Informants : 3 primary teachers in Hong Kong

Classroom observation, focused interviews, attitude scale
* 5-point Likert attitude scale
-Measure the respondents’ orientation to English language teaching
and TOC
-Not a focus of this article

8. III. 연구 방법 및 연구 과정
Class observation

Each classroom was observed for 5 or 6 consecutive English lessons in
three observation cycles during the school year.

51 lesson observations (17 x 3 teachers)

All lessons were audiotaped on a single tape recorder.

Field notes-To focus on collecting qualitative data using field notes and
lesson trasncriptions

9. III. 연구 방법 및 연구 과정
Interviews

Totaling around 15 hours of interview data. (6 semistructured interviews
of 40 to 60 min. x 3 teachers)
Interview
Focus
Baseline
interview
collect relevant background information about teacher and
school
3 post observation
interviews
Seek views on relevant issues emerging from the lessons j
ust observed
Summative
interview
Probe the main issues arising from the ongoing data analys
is
Postanalysis
interview
Seek respondent validation or disconfirmation of the data a
nalysis

10. III. 연구 방법 및 연구 과정
Data Analysis

Assign codes → Identify themes→Pool all data → Identify evidence

“an organized construction” -Move repeatedly from data to emergent
findings

Compare informants’ interpretations with their classroom actions

Feedback from the respondents and other associates both in Hong Kong
and overseas

To avoid subjectivity of qualitative research-Distinguish the primary data
from writer’s interpretation

11. III. 연구 방법 및 과정
The Context and Teachers

Primary schooling in Hong Kong
-Start at 6, last form 6 years
-3 main subjects: Chinese, mathematics, English
-Teaching: traditional, textbook oriented
-View on innovative pedagogies: unnecessary, impractical

English
-The sole foreign language
-The only primary school subject taught using English
-7~9 lessons a week, 35 min a lesson
-The extent of TL use: variable according to the teachers’ and students’
English abilities
-Concerns about declining English language standards→controversal
benchmark tests of teacher language proficiency

12. III. 연구 방법 및 과정
Teachers’ experience
Teacher
Qualifications
/training
Alice
Teaching certificate(English):
completed 16 week full-time
inservice course on communicati
ve appproaches
Betty
BA(music) untrained: undergoing
part-time in-service
training
Teaching certivicate(English):
Connie
B.Ed(UK); started M.Ed
Teaching
experience
8 years
Standard
of pupils
Class
taught
Above
average
P1 class
(Year 1),
33 pupils
aged 6-7
2 years
Average
5 years
Slightly
below
average
P2 class
(Year 2),
31 pupils
aged 7-8
P1 class
(Year 1),
26 pupils
aged6-7

13. III. 연구 방법 및 과정
Teachers’Experience

Alice
-Responsible for developing TOC for the subject of English
-”participate actively ~ their interest” “Task is an activity, ~use the language meaningfully, ~
interact ~”
-Develop understanding of task based teaching and identify task features

Betty
-Not exposed to communicative approaches
-”to provide input”, “The discipline should be settled befor the lesson starts~”
-”task mainly has objectives and ~”, Not distinguish between a task and an exercise

Connie
-Well qualified academically
-”~ motivate ~interest in learning~, ~knowledge in use ~, lively, not just a classroom situation ~”
-Develop understanding and interpretation of some of the innovation’s key elements

14. III. 연구 방법 및 과정
Teachers’knowledge and attitudes

The attitude scale data
-Alice-somewhere in between(quite positive)
-Betty-least positively oriented(neutral stance)
-Connie-most positively oriented (very positive)

15. IV. 연구 결과
Classroom Episodes A

Alice’s
-Discipline problems, lack of TL use
-6 groups of 5 or 6: 3 groups-task and 3 groups-a workbook exercise

Field notes record
…a lot of noise and excitement, particularly from the boys…hardly any English
at all…noise makes it difficult to hear what is being said…three groups chosen
to d work workbook…willingly...no resentment…some solid written work.

Postlesson interview
Expressed satisfaction with the lesson and highlighted 2 issues
1) Classroom management: Unhappy about the noise, wished to provide the
opportunity for pupils to put language into use
2) Pupils’ use of MT: “I don’t like them using Cantonese ~

16. IV. 연구 결과
Classroom Episodes B

Betty
-Discipline problems, pupils’ use of MT
-Practice target structures with textbook and then with photos in group

Field notes record
…the authentic photoes…pupils commented in
Cantonese..succeeded…motivatied…involved…challenged to generate their
own English interpretations of …

Postlesson interview
1) Pleased that ‘the photos catch the Ss’ attention ~
2) Interpreted the lively response somewhat negatively ~ “discipline problems
were caused ~. Group work is difficult because ~opportunity to talk in
Cantonese”

17. IV. 연구 결과
Classroom Episodes C

Connie
-The Uneven distribution of turns in the oral part and the lack of language
production during the time-consuming drawing activity
-Listening to the group leader’s description→drawing→labeling

Field notes record
…successfully involving students in language use…only certain individuals
used English…
…The majority are still drawing/colouring or chatting with their neighbours in
Cantonese.

Postlesson interview
1) “Some of the pupils can really ask and answer the questions ~”
2) “ They like doing the drawing~, but it takes so much time and I wonder if they
are really learning ~”

18. IV. 연구 결과 및 논의
Interviews and Additional Classroom Data
-Use of MT


Different views on using MT but tensions between carrying out activities and
maintaining orderly classroom
Category of the Ts’ views on recourse to MT
-Because of limited English proficiency(A, B, C)
-To faciliate the activity (A, B, C)
-Because the activity was too complicated (B, C)
-Expresssing their feelings arguing or complaining (C)
-Laziness (A) and lack of initiate (B)

Constructive uses of MT

Ts models of TL/MT use also seemed to influence the Ss
Alice: English for instructions but not for disciplining Ss
Betty: MT for explanations, as a social lubricant, for humorous purposes
Connie: rarely used MT during whole class interaction

19. IV. 연구 결과 및 논의
Interviews and Additional Classroom Data
-Discipline Challenges

To carry out activities VS To maintain a quiet, orderly classroom

Allice: “~It’s unavoidable having noise when they are talking in groups; ~”

Betty: focus on discipline

Connie
-”I always believe that students should be quiet in class, but in carrying out
activites you have to tolerate some noise”
-Noted conflict between the cultural desire for a quiet classroom and the
necessity to tolerate some noise.

20. IV. 연구 결과 및 논의
Interviews and Additional Classroom Data
-TL production

Allice
-In some tasks, only certain individuals used English
-The nature of tasks limited language production

Betty
-”Sometimes it is difficult for everyone to participate in an activity ~”
-Identified some tasks not leading to much TL production
-”I speak too much and could do more to get the pupils to speak”

Connie
-Noted that through TOC tasks, pupils had developed their oral skills
-Identified tasks that limited language production

21. IV. 연구 결과 및 논의
Interviews and Additional Classroom Data
-Summary
Teacher
Alice
Betty
Connie
MT use
+ Facilitates peer
support;
facilitates activites
- Denotes lazinesss
+ Facilitates activities:
social lubricant
- Denotes lack of initiative
Discipline
+
Willing to tolerate
some indiscipline
-
+
Desires to maintain
tight control
+ facilitates activities;
Seeks balance
reduces anxiety.
between good
- Use for arguing for complain
behaviour and noisy
ing
activities
-
Language
production
Some communication
through English
Some tasks
time-consuming and not
producing much language
Beginning to reflect on
The issue.
Some tasks dominated by
teacher or a few students
+ Notes improvement in oral
skills
- Some domination by
individuals or other lack of
language production

22. IV. 연구 결과 및 논의
Discussion

MT use
-Writer’s interpretation : MT use is a complex issue. Allowing Ss to use MT during tasks may affect their conduct positively or negatively.
-Further exploration
-Barrier VS Potential Support

Classroom management and discipline
-underexplored but important for Ts, particularly those who teach in more traditional contexts.
-Writer’s interpretation: concerns over noise and discipline inhibited implementing task based teaching
-Increasingly important in China, Japan, South Korea, and Taiwan
-Ts should learn to tolerate constructive noise
-Senior teachers and school principals support teachers by reassuring them that a noisy classroom will not, in itself, be viewed unfavorably.
-Ss’ views on tasks: a lull, an opportunity to take a break

TL Production
-3 Ts concerns over activities that enabled only a few Ss to use language
: Writer: non participating learners can learn from others’ participation
-too much time on nonlinguistic activities
: Tasks must be carefully designed and implemented so that nonlinguistic elements do not outweigh English language aspects
-further exploration

23. V. 결 론
Conclusion

Task-supported teaching
-a weak version of task based instruction that enables students to practice
communicating using language items that the teacher has introduced in a
traditional way(Ellis, 2003)


Teachers reinterpretation: important but neglected
More studies are needed of how educational practices are reinterpreted
according to learners’ age and proficiency levels, the sociocultural realities
of schooling and the teacher’s training and beliefs.

24. 감사합니다.
Smile ,
and the world smiles with you.