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1 results

  • 4C - Task-Based Language Teaching in a Japanese University

  • from Part II - Tasks and Needs Analysis
  • Edited by Mohammad Javad Ahmadian, University of Leeds, Michael H. Long, University of Maryland, College Park
  • Book:
    The Cambridge Handbook of Task-Based Language Teaching
    Published online:
    19 November 2021
    Print publication:
    09 December 2021, pp 121-134

  • Summary

    This case study describes the planning, implementation and evaluation of a two-year task-based language teaching (TBLT) strand within an English major curriculum at a Japanese university. The project took place over a five-year period between 2001 and 2006 in a relatively challenging context for TBLT. The prevailing opinion was that learners did not have specific needs for English, necessitating general language instruction. With the purpose of providing more focused, goal-oriented instruction, the project incorporated a task-based needs analysis (Long, 2005) that triangulated information from employment records, interviews and a sequence of surveys to build a consensus on the critical second language tasks faced by graduates (Lambert, 2010). This information fed into the design, implementation and evaluation a two-year TBLT program. The case study describes the project as input for TBLT projects in similar contexts.