Contemporary Paradigms in Syllabus Design Part II
ABSTRACT Michael P. Breen is a lecturer in the Department of Linguistics and Modern English Language at the University of Lancaster. He has been a teacher for 28 years in primary, secondary and tertiary institutions. He has worked with teachers in over a dozen overseas countries. At Lancaster, he has directed the M.A. in Linguistics for ELT, been Director of the Institute for English Language Education, and currently coordinates the many research students in the department.
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ABSTRACT: Finch, Andrew. (2012). Language teaching and researching: Principled practice or webs of beliefs? Modern English Education, 13(4), 109-133. The topic of student beliefs and perceptions has been the subject of significant research. However, there has been less attention to the important topic of teacher and researcher beliefs, perhaps due to practical and ethical problems involved in researching these beliefs and the efficacy of the language teachers and researchers who hold them. This study therefore attempts to describe the 'webs of beliefs' that determine the thoughts and actions of human beings in general and discusses how teacher-held webs of beliefs can affect the learning environment of their students and how researcher-held beliefs can affect the objectivity of their findings. The relationship between beliefs and actions is not always straightforward however, and the second focus of attention is on the conscious and unconscious gaps between beliefs, teaching theory, and classroom practice which can occur, despite the fact that courses on teaching philosophy, psychology and methodology are standard in teacher training institutions. In conclusion, it is suggested that teachers need to be aware of their own webs of beliefs and the 'dispositions' of their students and that ELT researchers need to clearly state their philosophical standpoint before presenting research findings, so that the reader might be informed of their webs of beliefs and make appropriate conclusions.Modern English Education, Vol. 13, No. 4,. 12/2012; 13.
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ABSTRACT: In this paper, task-based language teaching (TBLT) and its relationship to task-based learning is investigated by drawing on teachers' pedagogic principles and practices as they relate to adopting, adapting, or rejecting TBLT in their classrooms. In particular, the paper seeks to discover the relevance of TBLT-related research and teacher education literature for experienced L2 teachers, the ways in which these published accounts are reflected in teachers' pedagogic principles, and how such principles and practices are combined with approaches other than TBLT. Four experienced UK-based ESL teachers were interviewed and observed in their classrooms a number of times. Based on case studies of these teachers, four TBLT-related pedagogical principles in their teaching are identified and discussed in the light of the interview and observational data.International Journal of Applied Linguistics 10/2009; 19(3):286 - 310.
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ABSTRACT: This paper proposes that interaction generated by tasks has previously been very difficult to analyse because of its highly indexical nature. Task-related actions and non-verbal communication could not be related easily to talk. A technological solution to this problem is presented, using a combination of task-tracking hardware and software, video recording and transcription. This enables a holistic approach, i.e. one in which all elements of behaviour can be integrated in analysis. Micro-analyses of multimodal data are undertaken, which provide revealing insights into the processes of task-based learning. A framework for describing and analysing task-based interaction from a holistic perspective is outlined.International Journal of Applied Linguistics 10/2009; 19(3):311 - 338.