Abstract Researchers investigating TBLT have used psycholinguistic and sociolinguistic theories in support of the approach, but there has been limited discussion of motivational frameworks. A framework for motivation within TBLT would enhance our understanding of learner motivation, and could be utilised in future studies. This paper argues that Self-Determination Theory is an appropriate framework. After briefly describing the key tenets of TBLT and SDT, the paper shows how SDT helps us understand the motivational benefits of tasks. It outlines the six mini-theories of SDT, and aligns them with existing studies to highlight how results may be explained by these theories. Some suggestions are then provided as to how these theories can be used for conducting future classroom-based research.

Abstract This paper outlines a classroom-based study on the timing of explicit language instruction. It also provides an alternative to the CALF (Complexity Accuracy Lexis Fluency) framework for analyzing learner language, which may not always be appropriate for EFL contexts. Two groups of learners, assigned to either a TBLT or a PPP condition, completed a speaking task. A follow-up task was given three months later, but with no explicit language focus for either group. Data from these interactions were analyzed for use of target grammar structures and overall speaking proficiency. Results suggest that explicit introduction of language through PPP benefits immediate task performance, but that ultimately post-task focus on language through TBLT leads to greater language development. The framework for analysis was effective in showing differences in performance between the groups in this context.

This article outlines the development of a 16-item instrument for measuring language learner’s foreign language self-efficacy (SE) concerning their speaking and listening skills through repeated administrations to groups of Japanese tertiary students. Responses were analysed through the Rasch model, which allows researchers to investigate unidimensionality of each proposed component, as well as the functioning of individual items. Logit scores from Rasch were used for a regression analysis of listening SE with listening proficiency test data, and a correlation study with speaking SE and speaking proficiency scores of a subset of participants. The results suggest that the two proposed components in the instrument are unidimensional and are able to differentiate between different levels of SE among participants. Also, there are low to moderate correlations between learners’ aural/oral SE and their language proficiency.

This paper outlines a qualitative study of 10 in-service teachers in Japan who use a task-based language teaching (TBLT) approach in their language classrooms. The study investigates the reasons why these teachers began using TBLT, their beliefs about the advantages and disadvantages of implementing TBLT, and whether or not they agree with common criticisms levelled at TBLT for use in foreign language classrooms in Japan and Asia in general. Critics argue that TBLT is not suitable for many language learning situations, explaining that students are used to more 'traditional' teacher-centered language classes and that they prefer more 'passive' approaches. Such criticisms also hold that TBLT is not able to adequately prepare students for the high-stakes tests that are used for secondary school and university entrance purposes. The results from interviews with these 10 teachers suggest that they reject many of these criticisms, and are in fact successfully using TBLT to develop both language ability and motivation in their students. At the same time, the teachers noted that there may be a need to use a 'weaker' form of TBLT with beginner students, or with those used to more passive styles of learning. They also highlighted the importance of heavily scaffolding tasks in such cases. Finally, a number of the teachers discussed the need for the development of more TBLT related materials, both for students and teachers.

[Abstract] The introduction of a task-based language teaching（TBLT）approach in the Asian context has been the subject of debate in foreign language education （Jeon, 2006; Thomas, 2015; Zhang, 2015）. It has been argued that because this approach often carries with it the values and expectations of Western education professionals, it is ill-suited for certain socio-cultural and context-specific reasons（Meas, 2010; Sato, 2009）. Also, as the approach has often been implemented from the government level in a top-down manner（Lai, 2015）, this has meant that teachers are sometimes ill-prepared to successfully carry out TBLT in foreign language classrooms in Asia. This problem is often compounded by a lack of materials specifically tailored for TBLT classes（Lai, 2015）. This paper outlines the results of a survey of practicing teachers' beliefs about the availability and adaptability of existing EFL textbooks for use in TBLT classes. An online survey was sent to 118 members of an academic group for language teachers in Japan focused on TBLT. The survey was completed by 78 of these people. Results show that while half of the respondents agree that there is a lack of materials for such a purpose, the vast majority（85％）believe that existing commercially available textbooks can be adapted successfully with TBLT. Given this result, the rest of the article focuses on ways that this might be done by using a well-known commercial textbook with a Presentation, Practice, Production （PPP） focus as an example. A practical example of how to reorder existing elements in the book is given, so as to provide a method to do so with other similar PPP-focused textbooks. Finally, other considerations and general principles for how to strengthen a TBLT focus in textbooks are outlined.

As task-based language teaching (TBLT) has grown in popularity in many Asian EFL countries, it has sometimes been the target of criticism from locally situated researchers and teachers, who question its appropriateness for such contexts (Burrows, 2008), often in contrast to more traditional methods, such as the “presentation, practice, production” (PPP) approach (Sato 2009). Partially in response to this criticism, the Task Based Language Learning Special Interest Group (TBLSIG) of the Japanese Association for Language Teachers was formed in 2010 in order to contribute to research into the implementation of TBLT in Japanese and Asian EFL classrooms. As the majority of TBLSIG members are teachers, presently interested in using TBLT in classrooms, they provide an ideal source of insight into how the approach can be implemented effectively in Japan, and by extension, in other similar EFL countries in Asia. This study investigated these teachers’ beliefs about TBLT in Japanese classrooms through an online survey. The aim of the study was to add to existing research on teacher beliefs by not only investigating teachers’ understanding of the principles of TBLT, but also by enquiring into what special considerations practicing teachers have made when implementing TBLT in Japanese classrooms.

[Abstract] This paper discusses the advantages that may be gained from employing an "English as a Lingua Franca" model in English Language Teaching in Japan. The current approach in many educational contexts in Japan could be described as an "English as a Foreign Language" model, which generally takes native-speaker norms as its basis for teaching. First, these two models are compared and contrasted. Then, after a discussion of the background and rationale for such a shift in focus, the article finally introduces practical suggestions for approaching the teaching of English in classrooms in Japan that takes into consideration the multi-cultural nature of English today. Areas where change might occur include the teaching of pronunciation, vocabulary and syntax, pragmatics and culture, as well as a reconsideration of the textbooks and methodologies used in classes.

[Abstract] This paper investigates the effects of a short-term study abroad program for Japanese university students in an international relations department of a private university in Western Japan on student attitudes toward speaking and using English, as well as their cross-cultural understanding. The rationale for focusing on these two areas is due to interviews with a program administrator that revealed them to be the main goals of the program. Pre-departure and post-return surveys were administered to 131 students in the program over two different academic years. Follow-up interviews with a total of 14 students were held over both years. Paired sample t-tests revealed positive effects in student attitudes pertaining in particular to confidence using English, and the subsequent interviews confirmed this. From analysis of interview data, four thematic areas were discovered, three relating to student attitudes to speaking and using English. With regard to cross-cultural understanding, the results of the surveys showed no statistically significant changes in attitude. The results suggest that program administrators should not rely solely on formal language testing to evaluate positive effects of short-term study abroad.著者専攻: 応用言語学

This article reports on a teacher-talk training course for Japanese primary school teachers, who are preparing to teach 'communicative English' for the first time. The article argues that teacher-talk training is important for communicative classes with young students because most of the input and interaction is by default teacher centred. In our course, through a task-based approach including the use of digital recorders for self-transcribing, teachers were able to practise providing rich comprehensible input as well as scaffolding in English through role-playing classroom tasks. The before and after performances of two teachers doing a listen-and-draw task is analysed to demonstrate the importance of training in teacher talk. In concluding the article, we review the participants' survey feedback for the course. Our hope is that the article provides a convincing argument for teacher-talk training as well as offering a model for similar courses.