Annotated Bibliography
Annotated Bibliography
Barnard, Roger & Nguyen, Gia Viet (2010). Task-Based Language Teaching (TBLT): A Vietnamese Case Study Using Narrative Frames to Elicit Teachers’ Beliefs. Language Education in Asia, 2010, 1(1), 77-86.
This research aimed to explore the context of teaching TBL in Vietnam, and to find out the reasons behind “realised” curriculum a far reach from “intended” curriculum. Using narrative frames (Barkhuizen & Wette, 2008) in the study, the researchers found that Vietnamese teachers have “strong beliefs in the value of explicit form-focus instruction; most of them emphasized the role of grammar in language use and the need for their students to produce language correctly in terms of grammar, vocabulary, and pronunciation” (p. 82). They admitted that the research only served as simply “paying lip service to CLT” (Hu, 2002), with limitations such as the small number of participants, short time span, and questionable reliability of human’s self-report, but stressed on the participants’ voices being carried out, and called for further supplemental research and study.
Chuan, Ying-Ying (2010). The Study of Using Task-Based Instruction in the College EFL Classroom. Empirical research. Received July 6, 2010; Revised September 24, 2010; Accepted October 8, 2010. Department of Applied Foreign Languages, Cheng Shiu University, 35-50.
Like countless theories, articles and journals preceded it, this empirical research was to prove that “Task-based activities which came with more explicit learning goals not only provided students with better understanding of the usage of language, but also enhanced motivation.” Unsurprisingly, the findings gave positive answers to TBI being implemented in the classes of Taiwanese college students. Despite limitations such as insufficient number of participants, short time span (4 months), and the lack of comparison with other methods or approaches, the researcher strongly recommended TBI to be implemented throughout
Barnard, Roger & Nguyen, Gia Viet (2010). Task-Based Language Teaching (TBLT): A Vietnamese Case Study Using Narrative Frames to Elicit Teachers’ Beliefs. Language Education in Asia, 2010, 1(1), 77-86.
This research aimed to explore the context of teaching TBL in Vietnam, and to find out the reasons behind “realised” curriculum a far reach from “intended” curriculum. Using narrative frames (Barkhuizen & Wette, 2008) in the study, the researchers found that Vietnamese teachers have “strong beliefs in the value of explicit form-focus instruction; most of them emphasized the role of grammar in language use and the need for their students to produce language correctly in terms of grammar, vocabulary, and pronunciation” (p. 82). They admitted that the research only served as simply “paying lip service to CLT” (Hu, 2002), with limitations such as the small number of participants, short time span, and questionable reliability of human’s self-report, but stressed on the participants’ voices being carried out, and called for further supplemental research and study.
Chuan, Ying-Ying (2010). The Study of Using Task-Based Instruction in the College EFL Classroom. Empirical research. Received July 6, 2010; Revised September 24, 2010; Accepted October 8, 2010. Department of Applied Foreign Languages, Cheng Shiu University, 35-50.
Like countless theories, articles and journals preceded it, this empirical research was to prove that “Task-based activities which came with more explicit learning goals not only provided students with better understanding of the usage of language, but also enhanced motivation.” Unsurprisingly, the findings gave positive answers to TBI being implemented in the classes of Taiwanese college students. Despite limitations such as insufficient number of participants, short time span (4 months), and the lack of comparison with other methods or approaches, the researcher strongly recommended TBI to be implemented throughout
Bibliography: Barnard, Roger & Nguyen, Gia Viet (2010). Task-Based Language Teaching (TBLT): A Vietnamese Case Study Using Narrative Frames to Elicit Teachers’ Beliefs. Language Education in Asia, 2010, 1(1), 77-86. This research aimed to explore the context of teaching TBL in Vietnam, and to find out the reasons behind “realised” curriculum a far reach from “intended” curriculum. Using narrative frames (Barkhuizen & Wette, 2008) in the study, the researchers found that Vietnamese teachers have “strong beliefs in the value of explicit form-focus instruction; most of them emphasized the role of grammar in language use and the need for their students to produce language correctly in terms of grammar, vocabulary, and pronunciation” (p. 82). They admitted that the research only served as simply “paying lip service to CLT” (Hu, 2002), with limitations such as the small number of participants, short time span, and questionable reliability of human’s self-report, but stressed on the participants’ voices being carried out, and called for further supplemental research and study. Chuan, Ying-Ying (2010). The Study of Using Task-Based Instruction in the College EFL Classroom. Empirical research. Received July 6, 2010; Revised September 24, 2010; Accepted October 8, 2010. Department of Applied Foreign Languages, Cheng Shiu University, 35-50. Like countless theories, articles and journals preceded it, this empirical research was to prove that “Task-based activities which came with more explicit learning goals not only provided students with better understanding of the usage of language, but also enhanced motivation.” Unsurprisingly, the findings gave positive answers to TBI being implemented in the classes of Taiwanese college students. Despite limitations such as insufficient number of participants, short time span (4 months), and the lack of comparison with other methods or approaches, the researcher strongly recommended TBI to be implemented throughout Taiwanese school and colleges, which seems hasty and careless.