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Facilitating collaborative dialogues through TBLT

Writer(s): 
Yoshiko Kozawa

Few longitudinal studies on Task-Based Language Teaching (TBLT) have been conducted in English language classrooms in Japan. This study explored TBLT with Japanese nursing students, non-English language majors. It examined (1) how nursing students perceived and engaged in TBLT classes for a year, and (2) how their speaking skills were influenced by TBLT. Toward these aims, I used both qualitative and quantitative approaches. Speaking tests and surveys were examined quantitatively, and students’ conversations were investigated qualitatively with sociocultural perspective by means of the occurrence of Negotiation for Meaning (NfM) and peer assistance. According to the surveys, students were supportive of TBLT tasks and their confidence in writing and speaking English improved. Testing results indicated that their speaking skills developed and their NfM and peer assistance improved.
タスク中心の言語指導(TBLT)は語学の教員に広く知られた指導法であるが、実際の英語の授業におけるその効果の長期に亘る研究は少ない。本研究では英語を専門としない看護短期大学生を対象とし、(1)1年間のTBLTの授業に対する学生の取り組みと捉え方、(2)TBLTの会話力への影響、を検証した。収集されたデータは質的・量的に分析され、協同的会話の中の意味の遣り取りや仲間同士の支援は社会文化的観点から精査された。その結果、学生はTBLTのタスクに肯定的で英語のスピーキングに自信を深めていた。さらに、スピーキング力は向上し、協同的対話における意味の遣り取りや仲間同士の支援の数も増加した。

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