EFL Teachers’ Cognition and Usage of TBLT in Beijing

  • Author / Creator
    Cui, Jing
  • Task basked language teaching (TBLT) is an innovative second language teaching approach that has gained abundant theoretical support from second language acquisition (SLA) research. However, there is evidence that the conceptions formed by teachers can differ from the descriptions and criteria found in research and published pedagogical materials. Therefore, this study addresses the following research questions: 1) What are the conceptions of TBLT among in-service teachers in Beijing? 2) How are the conceptions formed? 3) What factors will influence their utilization of TBLT? The results indicate that most of them had idiosyncratic conceptions of TBLT that diverge in several ways from “mainstream” versions of TBLT; however, most of them were able to design and implement tasks consistent with the published criteria. It is also found that the effects of peers and mentors, professional development training and school policy are significant in the formation of their conceptions of TBLT.

  • Subjects / Keywords
  • Graduation date
  • Type of Item
  • Degree
    Master of Education
  • DOI
  • License
    This thesis is made available by the University of Alberta Libraries with permission of the copyright owner solely for non-commercial purposes. This thesis, or any portion thereof, may not otherwise be copied or reproduced without the written consent of the copyright owner, except to the extent permitted by Canadian copyright law.
  • Language
  • Institution
    University of Alberta
  • Degree level
  • Department
    • Department of Secondary Education
  • Supervisor / co-supervisor and their department(s)
    • Dunn, William (Secondary Education)
  • Examining committee members and their departments
    • Cammarata, Laurent (Campus Saint-Jean)
    • Wu, Joe (Elementary Education)