後期 木曜日 ３講時. 単位数/Credit(s): 2. 担当教員/Instructor: 担当教員. 履修年度: 2024. 科目ナンバリング/Course Numbering: KIC-LIN608E. 使用言語/Language Used in Course: 英語.
大学院専門科目-国際文化研究科専門科目（ＭＣ）
Task-Based Language Teaching for Japanese as a Second/Foreign Language
This course is on task-based language teaching (TBLT), an approach to language instruction through engaging learners in meaningful, purposeful, and practical activities that resemble real-life tasks. We specifically focus on how TBLT can be applied to teaching Japanese as a second or foreign language. The course will begin with discussions on historical, theoretical, and pedagogical backgrounds of TBLT, and then delve into more methodological aspects such as syllabus design, teaching techniques, and assessment. The course will also cover existing examples of TBLT and empirical research evaluating its effectiveness, especially in teaching Japanese as a second or a foreign language. At the end of the course, students will write a proposal for research investigating an aspect of TBLT.
Objective 1: Learn theoretical underpinnings behind task-based language teaching
Objective 2: Discuss how (better) to implement task-based language teaching and assessment
Objective 3: Find and understand existing literature on TBLT
The course consists of a mixture of small lectures, student discussions, and article presentations. Students will also present their idea for a research proposal to be presented and submitted at the end of the course.
第１回：
Pedagogic Background to Task-Based Language Teaching (Textbook: Chapter 1)
第２回：
Theoretical Background: Cognitive-Interactionist Perspectives (Textbook: Chapter 2)
Article Presentation (Cognitive-Interactionist Perspectives)
第３回：
Theoretical Background: Psycholinguistic Perspectives (Textbook: Chapter 3)
Article Presentation (Psycholinguistic Perspectives)
第４回：
Theoretical Background: Sociocultual Perspectives (Textbook: Chapter 4)
Article Presentation (Sociocultual Perspectives)
第５回：
Theoretical Background: Psychological Perspectives (Textbook: Chapter 5)
Article Presentation (Psychological Perspectives)
第６回：
Theoretical Background: Educational Perspectives (Textbook: Chapter 6)
Article Presentation (Educational Perspectives)
第７回：
Preliminary Idea Presentation
第８回：
Pedagogical Perspectives: Task-Based Syllabus Design (Chapter 7)
Article Presentation (Task-Based Syllabus Design)
第９回：
Pedagogical Perspectives: Methodology of TBLT (Chapter 8)
Article Presentation (Methodology of TBLT)
第１０回：
Pedagogical Perspectives: Task-Based Testing and Assessment (Chapter 9)
Article Presentation (Task-Based Testing and Assessment)
第１１回：
Investigating TBLT Programs: Comparative Method Studies
Article Presentation (Comparative Method Studies)
第１２回：
Investigating TBLT Programs: Evaluating TBLT
Article Presentation (Evaluating TBLTs)
第１３回：
Moving Beyond: Responding to the Critics of TBLT
第１４回：
Moving Beyond: Questions, Challenges and the Future
第１５回：
Final Proposal Presentation
Active participation (10%)
Paper presentation (15%)
Preliminary idea presentation (15%)
Final Proposal Presentation (20%)
Final Proposal (40%)
Textbook:
• Ellis et al. (2019). Task-based language teaching: Theory and practice. Cambridge University Press.
References:
• Ahmadian & Long (2022). The Cambridge handbook of task-based language teaching. Cambridge University Press.
• Long (2014). Second language acquisition and task-based language teaching. Wiley-Blackwell.
• Van den Branden et al. (2009). Task-based language teaching: A reader. John Benjamins.
• Jackson (2022). Task-based language teaching. Cambridge University Press.
Students will read the textbook chapters and journal articles assigned for the topic of the course.
Although we focus on Japanese as the main target language for teaching, students are allowed to focus on other languages according to their teaching profiles.