Teachers' and Students' Perception of Task-based Language Teaching Method and its Practice: The Case of Arbaminch College of Teacher Education
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Date
2009-06
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Addis Ababa University
Abstract
This study was conducted in Arbaminch College of Teacher Education. The
main purpose of this study were to explore college EFL instructors' and
learners' perceptions of TBLT and to assess the degree they practice TBLT
principles in their classes in the college context.
The data were collected through questionnaires (for both Instructors and
students), classroom observation and interviews (for both teachers and
learners. Students' questionnaire, which has four parts, was designed based on
the principle of TBLT and translated in to Amharic for easy understanding of
the students. The questionnaire was given to all (12) Instructors of the college
and 60 students who were randomly selected from 1st and 2nd year language
students.
The lesson observation was done on three different instructors with the help of
co-observer, and the interview was administered with three instructors and
four students (out of the total subjects of the questionnaire).
The overall findings of the study showed that the majority of teachers and more
than half of learners under the study had high levels of perception about Taskbased
Language Teaching theories. However, the study conversely reveals that
there is a clear mismatch between what teachers and learners perceive about
the Task-based Language Teaching method, and about what they actually
practice in EFL classes. Therefore, in order to avoid this mismatch training is
necessary for instructors and students. Moreover, the concerned bodies should
create suitable conditions, which are essential for the implementation of TBLT
in the college.
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Keywords
Perception of Task-based Language Teaching