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Process versus product? : personal reflection and experimentation in task-based learning with the Hiroshima Teacher Trainees 2008
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Searle, Clari (2008) Process versus product? : personal reflection and experimentation in task-based learning with the Hiroshima Teacher Trainees 2008. English Language Teacher Education and Development, Vol.11 . pp. 33-38. ISSN 1365-3741.
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Official URL: http://www.elted.net/issues/volume-11/index.htm
Abstract
In my ten years of teaching, I’ve spent a
considerable amount of time devising the best
ways to teach linguistic elements, such as grammar
or pronunciation targets. Increasingly it seems to
me that this vantage could be fundamentally
flawed, as it focuses too heavily on product rather
than process. Here, I’m thinking of classes where
teachers strive to develop ‘authentic’ practice
situations that require the use of certain targets or
products. Their lesson plan focuses on the target
and the learners are encouraged to do the same
with practice activities. It begs the question,
wouldn’t it be more authentic to start with the
process? To start with the task and see what kind
of linguistic structures this engenders?
Item Type: | Journal Article | ||||
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Subjects: | L Education > LB Theory and practice of education | ||||
Divisions: | Faculty of Social Sciences > Centre for Applied Linguistics | ||||
Library of Congress Subject Headings (LCSH): | English language -- Study and teaching, English teachers -- Training of, English teachers -- Japan -- Hiroshima, Task analysis in education | ||||
Journal or Publication Title: | English Language Teacher Education and Development | ||||
Publisher: | Univesity of Warwick | ||||
ISSN: | 1365-3741 | ||||
Official Date: | 2008 | ||||
Dates: |
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Volume: | Vol.11 | ||||
Page Range: | pp. 33-38 | ||||
Status: | Peer Reviewed | ||||
Access rights to Published version: | Open Access (Creative Commons) |
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