Analysing European Language Teachers’ perceptions of task-based language teaching

• Gloria Sánchez-Muñoz ^[1]
  1. [1] Universitat Jaume I

     Universitat Jaume I

     Castellón, España

     
• Localización: La família humana: perspectives multidisciplinàries de la investigació en ciències humanes i socials / Lucía Bellés Calvera (ed. lit.), María Pallarés Renau (ed. lit.), 2023, ISBN 978-84-18951-99-2, págs. 105-120
• Idioma: inglés
• Enlaces
  • Texto Completo Libro
• Resumen

  • During the last decades, an urge to learn foreign languages has increased.Many different approaches and methodologies have emerged with the aim tomeet this need. It seems that Task-Based Language Teaching (TBLT) could bean approach able to meet the communicative necessities of language learners.Moreover, with the addition of technology to this approach, i.e., technologymediated tblt, tasks are designed in a more authentic way; hence motivatinglearners. In this regard, it is paramount to explore teachers’ perceptionsregarding TBLT and technology-mediated tblt in language learning as theyare considered a crucial factor when shaping learners’ attitudes (Huguetand Lasagabaster 2007). In the literature, it is possible to find investigationsconducted on Asian contexts regarding teachers’ perceptions and tblt (e.g.Jeon and Hahn 2006, Hadi 2013). However, as culture and cultural norms mayinfluence instructors’ perceptions regarding the use and implementation ofTBLT, more research is need on European contexts. With the objective to fillin this research gap, the aim of this investigation is to explore and compare70 European language instructors’ views and perceptions regarding tblt andtechnology-mediated tblt. German, French, Spanish, Dutch, and BritishEnglish language teachers participated in this study. Findings suggest that moretraining on TBLT and technology is needed for European language teachersas they master the theory, but they have doubts regarding its implementation.Results also suggest that the lack of resources in many European institutionsis a drawback for instructors when working with technology-mediated TBLT