Task-Based Language Teaching in a Japanese University

This study uses the Communicative Language Teaching (CLT) approach to emphasize interaction in EFL study to prepare students for real life communication outside of formal language teaching contexts. Using mime drama techniques to show a range of literacy practices, the study seeks to show that establishing creative links between students’ language use and learning inside and outside of the classroom is essential for making formal education more relevant to students’ life experiences and identities. The study examines the benefits and challenges of experimental CLT in a Japanese university EFL oral communication class and concludes that bringing students’ ‘out-of-school’ literacy practices from outside the context of formal education into the EFL classroom acknowledges their investment in classroom language practices, secures student engagement, and yields perceived improvement.

Download Full-text

Negotiating ‘ares,’ ‘cans,’ and ‘shoulds’ of being and becoming in English language teaching: two teacher accounts from one Japanese university

Asian Englishes ◽

10.1080/13488678.2018.1471639 ◽

2018 ◽

Vol 21 (1) ◽

pp. 22-37 ◽

Cited By ~ 10

Author(s):

Nathanael Rudolph ◽

Bedrettin Yazan ◽

Julie Rudolph

Keyword(s):

English Language ◽

Language Teaching ◽

English Language Teaching ◽

Japanese University ◽

Being And Becoming

Download Full-text

“It’s Time, Put on the Smile, It’s Time!”: The Emotional Labour of Second Language Teaching Within a Japanese University

New Directions in Language Learning Psychology - Second Language Learning and Teaching ◽

10.1007/978-3-319-23491-5_7 ◽

2015 ◽

pp. 97-112 ◽

Cited By ~ 18

Author(s):

Jim King

Keyword(s):

Second Language ◽

Language Teaching ◽

Second Language Teaching ◽

Emotional Labour ◽

Japanese University

Download Full-text

Teaching Language Rules as Solutions to Language Problems

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.1803.194 ◽

1987 ◽

Vol 18 (3) ◽

pp. 194-205 ◽

Cited By ~ 7

Author(s):

Phil J. Connell

Keyword(s):

Problem Solving ◽

Language Teaching ◽

Teaching Language ◽

Language Problem ◽

Language Problems ◽

Simple Language ◽

Approach To Teaching

The teaching procedures that are commonly used with language-disordered children do not entirely match the goals that they are intended to achieve. By using a problem-solving approach to teaching language rules, the procedures and goals of language teaching become more harmonious. Such procedures allow a child to create a rule to solve a simple language problem created for the child by a clinician who understands the conditions that control the operation of a rule.

Download Full-text