Bulletin of the Faculty of Education, Yamaguchi University
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Bulletin of the Faculty of Education, Yamaguchi University Volume 42
published_at 1992-12
English Language Classroom Research through Task Analysis
English Language Classroom Research through Task Analysis
Fukazawa Seiji
About This Article
Descriptions
In the current interest in classroom-centered research, there is a growing concern as to the process of what actually happens in the language dassroom. In consequence, in examining teaching procedures, teachers andr esearchers have begun to pay more and more attention to classroom activities, rather than simply the accuracy or appropriateness of the language given to the leamers. In this paper, I first refer to the two vafiables we can manipulate in the classroom : input and tasks. 0n the assumption that the choice of classroom tasks is acrucial variable affecting leaming, we focus on the significant role of task design and set for the hierarchy of task according to the types of questions and the leamer's responses. Secondly, I analyze the English language teaching procedures used by student teachers in terms of the selection and gradation of tasks in order to see some characteristic patterns of task choices made by them. And finally, I suggest the possibility of taskoriented classroom research as a way of self-initiated teacher development.
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