Perceptions and Application of Task-Based Language Teaching among Primary School EFL Teachers in Spain

Fatima Taourite,Raul Ruiz Cecilia

doi:10.13189/ujer.2020.080420

Fatima Taourite, Raul Ruiz Cecilia

Open Access

https://doi.org/10.13189/ujer.2020.080420

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Abstract

The perceptions and understanding of Task-based Language Teaching (TBLT) among Spanish primary English as Foreign Language (EFL) teachers are explored in this research. TBLT is an established active communicative pedagogical approach, but teachers still face problems and refuse using TBLT in their classes. Thus, the following research opened the issue with the Spanish teachers to pave the way for a larger study that aims to discover what teachers think of TBLT and the reasons why teachers refuse or accept to implement TBLT in their teaching. The sample population in the study included 76 EFL teachers with different teaching experiences. This research adopted a quantitative approach using a questionnaire which was carefully modified from Jeon and Hahn's (2006). The results found showed participants have a high level of understanding of TBLT and are aware of its motivational advantage on learners, but they are still afraid of its implication in their classes. Recommendations for a good TBLT training were provided by teachers which may affect teachers' practices and training developers in the Spanish context.

Highlights

During the 20th century, the profile of foreign language learning was raised and given greater importance in schools and colleges.1During the same period, a greater focus was placed on the promotion of research, philological studies and training teachers and promoting the learning and teaching of English in Spain
For reasons (j and k), few respondents (15.7%) showed their abstinence from using Task-based Language Teaching (TBLT) by reason of the inappropriate materials in textbooks, and only (11.8%) avoid TBLT owing to the large class size where it is impossible to implement an approach like TBLT
This study investigated teachers’ perceptions and understanding of TBLT and its application and integration in the Spanish context

Summary

Introduction

During the 20th century, the profile of foreign language learning was raised and given greater importance in schools and colleges.1During the same period, a greater focus was placed on the promotion of research, philological studies and training teachers and promoting the learning and teaching of English in Spain. The term Task-Based Language Teaching has been linked to the Indian scholar Prabhu (1987) who was responsible for the ‘Bangalore Project,’ in which he attempted to implement a new teaching methodology in second language teaching and learning. The project required students to complete a set of tasks in a communicative way and it is regarded as the first step towards using communicative tasks in foreign language learning and has attracted much attention (Ruiz-Cecilia, 2017). Language learning came to be seen as an enlightening process embellishing learners’ communication through real life tasks rather than a rigid process (Hişmanoğlu, M., 2011; Hişmanoğlu, S., 2011), a view which saw various task-based approaches flourish (Breen, 1987; Candlin & Murphy, 1987; Nunan, 1989; Prabhu, 1987, p.47). Attention was given to the communicative classroom where task-based lessons were based on pre-task preparation, task performance, and post-task (Skehan, 1996; Willis, 1996)

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