Task-Based Language Teaching: An Insight into Teacher Practice
International Journal of Education, Culture and Society
Volume 2, Issue 4, August 2017, Pages: 126-131
Received: Dec. 26, 2016; Accepted: Jan. 6, 2017; Published: Sep. 30, 2017
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Dao Thi Thanh Hao, International Education Centre, Hanoi University, Nguyen Trai, Thanh Xuan, Hanoi, Vietnam
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The current case study is an attempt to get an insight into a teacher’s actual experiences of TBLT adoption at a Vietnamese University to delineate the bridge from TBLT theory to TBLT practice in Vietnamese context. Observation and semi –structured interview were employed to collect qualitative data. The findings from both instruments showed that the teacher practice did not really reflect the core tenets of TBLT approach since there existed several worth-concerning reasons behind her decision making in terms of group work culture, low-level students, and pressure from examination preparation.
Task-Based Language Teaching, Teacher Practice, Vietnamese Context
To cite this article
Dao Thi Thanh Hao, Task-Based Language Teaching: An Insight into Teacher Practice, International Journal of Education, Culture and Society. Vol. 2, No. 4, 2017, pp. 126-131. doi: 10.11648/j.ijecs.20170204.14
Copyright © 2017 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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