Cover not available

In:TBLT as a Researched Pedagogy
Edited by Virginia Samuda, Kris Van den Branden and Martin Bygate
[Task-Based Language Teaching 12] 2018
► pp. 199–212

Get fulltext from our e-platform
JBE logo with link
PDF logo with download linkDownload Book PDF
authorization required

Chapter 7
Researching TBLT for young, beginner learners in Japan

 | Kobe Gakuin University
Published online: 1 November 2018
DOI logo with link
https://doi.org/10.1075/tblt.12.08shi
This chapter addresses a personal account of how I came to carry out research into TBLT within, and as a response to, my own teaching context. I started my career as an English teacher in a large private language institution. Due to my dissatisfaction with the effectiveness of the teaching methods at the institution, I started my own language school, where I implemented more intensive production-based teaching. However, similar problems emerged in my own school, particularly the failure to develop students’ communicative skills after years of instruction. After studying the literature on second language learning and teaching, I decided to effect a radical change in my teaching method: employing task-based language teaching (TBLT). My first attempt to use tasks with experienced students succeeded. However, to implement TBLT in a classroom with young beginning learners, I realized that I needed a more specialized approach. After reviewing the literature on tasks with absolute beginners, I decided to design input-based tasks. While the students clearly enjoyed the tasks, at that point I was still uncertain about their effectiveness, especially given the lack of immediate language production by the students. This led me to conduct experimental research investigating the effectiveness of this approach compared to the traditional one I used to use – presentation-practice-production (PPP).
The chapter starts with a brief overview of my teaching context – English education for young learners in Japan. Then, I provide a personal account of my journey as an English teacher and my attempts to conduct research in my own teaching context, notably my struggle with effective research design. My hope is that my story will provide an example of how it is possible for a teacher to conduct research to resolve classroom issues or to confirm a teaching approach in a given teaching context.
Article outline
  • English education for elementary children in Japan
  • The starting point – Presentation, practice, production (PPP)
  • Moving forward – Task-based language teaching
  • Implementation of TBLT in my classroom
  • Implementing input-based tasks for young, beginner learners
  • Conducting a research project
  • Conclusion
  • References
References (28)
References
Anthony, E. M. (1963). An approach, method and technique. English Language Teaching, 17, 63–67. Google Scholar logo with link to Google Scholar
Asher, J. J. (1972). Children’s first language as a model for second language learning. The Modern Language Journal, 56(3), 133–139.Google Scholar logo with link to Google Scholar
Benesse. (2009). Chugakko eigo ni kansuru kihon chosa (Kyoin chosa) [Basic research about English in junior high school (Teacher perspectives)]. Tokyo: Benesse.Google Scholar logo with link to Google Scholar
Berben, M., Van den Branden, K., & Van Gorp, K. (2007). “We’ll see what happens.” Tasks on paper and tasks in a multilingual classroom. In K. Van den Branden, K. Van Gorp & M. Verhelst (Eds.), “Tasks” in Action. Task-based language education from a classroom-based perspective (pp.32–67). Newcastle upon Tyne: Cambridge Scholars.Google Scholar logo with link to Google Scholar
Butler, Y. G. (2007). Foreign language education at elementary schools in Japan: Searching for solutions amidst growing diversification. Current Issues in Language Planning, 8(2), 129–147. Google Scholar logo with link to Google Scholar
Byrnes, H. (1986). Teaching oral English 2nd edition. Harlow, UK: Longman.Google Scholar logo with link to Google Scholar
Coughlan, P., & Duff, P. (1994). Same task, different activities: Analysis of SLA from an activity theory perspective. In J. Lantolf & G. Appel (Eds.), Vygotskian approaches to second language research (pp.173–194). Norwood, NJ: Ablex.Google Scholar logo with link to Google Scholar
Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford University Press.Google Scholar logo with link to Google Scholar
(2009). Task-based language teaching: sorting out the misunderstandings. International Journal of Applied Linguistics, 19(3), 221–246. doi:10.1111/j.1473-4192.2009.00231.x Google Scholar logo with link to Google Scholar
(2012). Language teaching research and language pedagogy. London: Wiley-Blackwell. Google Scholar logo with link to Google Scholar
Ellis, R., Tanaka, Y., & Yamazaki, A. (1994). Classroom interaction, comprehension, and the acquisition of L2 word meanings. Language Learning, 44(3), 449–491. Google Scholar logo with link to Google Scholar
Estaire, S., & Zanon, J. (1994). Planning class work: A task-based approach. Oxford: Heinemann.Google Scholar logo with link to Google Scholar
Koike, I., & Tanaka, H. (1995). English in foreign langauge education policy in Japan: Toward the twenty-first century. World Englishes, 14(1), 13–25. doi:Google Scholar logo with link to Google Scholar
Kumaravadivelu, B. (2001). Toward a postmethod pedagogy. TESOL Quarterly, 35(4), 537–560. Google Scholar logo with link to Google Scholar
Levin, L. (1972). Comparative studies in foreign-language teaching. Stockholm: Almqvist & Wiksell.Google Scholar logo with link to Google Scholar
Long, M. H. (1985). A role for instruction in second language acquisition: task-based language teaching. In K. Hyltenstam & M. Pienemann (Eds.), Modelling and assessing second language acquisition (pp.77–99). Clevedon: Multilingual Matters.Google Scholar logo with link to Google Scholar
Ministry of Education Culture Sport Science and Technology (MEXT). (2001). Shogakko eigokatsudo jissen-no tebiki [Practical handbook for elementary school English activities]. In C. Ministry of Education, Sport, Science, and Technology (MEXT) (Ed.). Tokyo: Kairyudo.Google Scholar logo with link to Google Scholar
Nakata, R., Frazier, K., Hoskins, B., & Graham, C. (2007). Let’s go. London: Oxford University Press.Google Scholar logo with link to Google Scholar
Prabhu, N. S. (1987). Second Language Pedagogy. Oxford: Oxford University Press.Google Scholar logo with link to Google Scholar
Seedhouse, P. (2005). “Task” as research construct. Language Learning, 55(3), 533–570. Google Scholar logo with link to Google Scholar
Shintani, N. (2016). The role of input-based tasks in foreign language instruction for young learners. Amsterdam: John Benjamins.Google Scholar logo with link to Google Scholar
Skehan, P. (1998). Taks-based instruction. Annual Review of Applied Linguistics, 18, 268–286. Google Scholar logo with link to Google Scholar
Smith, P. (1970). A comparison of the audiolingual and cognitive approaches to foreign language instruction: The Pennsylvania Foreign Language Project. Philadelphia PA: Center for Curriculum Development.Google Scholar logo with link to Google Scholar
Ur, P. (1996). A course in language teaching: Practice and theory. Cambridge: Cambridge University Press.Google Scholar logo with link to Google Scholar
Van den Branden, K., Bygate, M., & Norris, J. M. (2009). Task-based language teaching: A reader. Amsterdam: John Benjamins.Google Scholar logo with link to Google Scholar
Willis, J. (1996). A framework for task-based learning. Harlow: Longman.Google Scholar logo with link to Google Scholar
Yule, G., & Macdonald, D. (1990). Resolving referential conflicts in L2 interaction: The effect of proficiency and interactive role. Language Learning, 40, 539–556. Google Scholar logo with link to Google Scholar
Cited by (2)

Cited by two other publications

Austin, Tasha, Aris Clemons & Melissa Baralt
2025. “Black children are gifted at learning languages – that’s why I could do TBLT”: inclusive Blackness as a pathway for TBLT innovation. International Review of Applied Linguistics in Language Teaching 63:3 ► pp. 1739 ff. DOI logo
Li, Jie & Weicheng Zou
2022. A study of pre-service teachers’ perceptions of task-based language teaching via metaphor analysis in a Chinese context. Journal of Education for Teaching 48:5 ► pp. 508 ff. DOI logo

This list is based on CrossRef data as of 5 december 2025. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

Mobile Menu Logo with link to supplementary files background Layer 1 prag Twitter_Logo_Blue