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In:TBLT as a Researched Pedagogy
Edited by Virginia Samuda, Kris Van den Branden and Martin Bygate
[Task-Based Language Teaching 12] 2018
► pp. 97–130

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Chapter 4
The challenges of integrating focus on form within tasks

Findings from a classroom research project in secondary EFL classrooms

 | Heidelberg University of Education
 | Freiburg University of Education
Published online: 1 November 2018
DOI logo with link
https://doi.org/10.1075/tblt.12.05har
This chapter draws on findings from a collaborative national research project in Germany on language learning tasks. Following unsatisfactory Programme for International Student Assessment (PISA) results, the National Institute for Developing Quality in Education (IQB) commissioned a national classroom-based research program to explore the potential of language learning tasks. The research was carried out in collaboration with practising EFL secondary school teachers and their students. Based on the concept of Exploratory Practice, we collaborated with twenty teachers for three years to develop competences in designing, implementing, and reflecting on tasks and researching the process. Teachers learned how to document, reflect on, and share their experiences in video-recorded case studies, which included the perspectives of their learners, participating colleagues, and researchers. Data analysis showed that the question on whether, when, and how to integrate a focus on form (FonF) in task-supported language learning (TSLL) is a central issue. In the chapter we will show how the approach of Exploratory Practice allowed teachers to develop competences in this area and the insights we gained on ways of integrating FonF within tasks.
Article outline
  • Introduction
  • Where are we now? Different perspectives on tasks
  • Research context
  • Literature review 1: SLL and classroom-based research on FonF
    • Types of FonF
  • Literature review 2: Research on the processes of second language teacher education and professional development
  • The research question guiding our inquiry
  • Methodology
    • Exploratory practice
    • Case study approach
  • Participants
  • Design
  • Data collection
  • Data analysis
  • Results
  • Category I: How are learners involved from the very beginning of the task?
  • Category II: What function does language have in the classroom?
  • Category III: What is the role of the grammatical form (grammar, lexis) in your lessons?
  • Discussion
  • Conclusion
  • Notes
  • References
  • Appendix
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