Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.561276
Title: What roles do theory and research play in language teaching? : a case study on the task-based approach in language teaching
Author: Andon, Nicholas John
Awarding Body: King's College London (University of London)
Current Institution: King's College London (University of London)
Date of Award: 2009
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Abstract:
Task-Based Language Teaching has been the subject of a considerable amount of research and writing over the last 25 years and in more recent years has been considered to be one of the current orthodoxies in the field of English Language Teaching in particular. However, in what is sometimes called the "post methods era" in second/foreign language teaching, teachers are less likely to base their practices on any single approach or method. Task-based language teaching as an approach to English language teaching and learning is explored in this thesis in the form of a case study in order to examine the ways that language teachers make use of theory and research presented to them in the professional literature and on training courses. The literature on teacher cognition, expertise and professional knowledge is reviewed. In addition, an account of models and processes of teacher learning, teacher change, and the relationship between research, theory and practice in second/foreign language teaching is developed to provide a backdrop for the empirical investigation. A qualitative research approach was used to gather and analyse observation and interview data. An intensive case study of four teachers was carried out in order to examine the knowledge, beliefs, attitudes and practices of mid-career teachers of English as a foreign language to adults. These are then related to the literature on the task-based approach to language teaching. Findings include the fact that teachers have only indirect access to researchers' and theorists' discussions on the task-based approach and on SLA more generally, and may not be aware of the principles underlying language teaching approaches. Furthermore, teachers draw selectively on aspects of different approaches and combine these with aspects of other approaches. The nature of the relationship between research, theory and practice which is revealed has implications for teacher development, teacher education and the ways in which theory and researchi s disseminatedto languaget eaching professionals.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.561276  DOI: Not available
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