Nature And Enactment Of Tasks For Early English As A Foreign Language Teaching Eflt
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Nature and Enactment of Tasks for Early English as a Foreign Language Teaching
Author: Constanze Dreßler
language: en
Publisher: Narr Francke Attempto Verlag
Release Date: 2018-12-03
This ethnographic case study is set within a collaborative research project in which teachers and researchers investigate early English as a Foreign Language (eEFL) tasks in theory and practice in German primary schools. Results are obtained through an interpretation of multiple sources within an interdiscursive, multi-perspectived research agenda. The results suggest that eEFL tasks can emerge during an interplay of four key teaching practices: doing school, providing space for learners to communicate, building a vocabulary and teaching the spoken language.
EFL Learners' Task Perceptions and Agency in Blended Learning
Author: Joannis Kaliampos
language: en
Publisher: Narr Francke Attempto Verlag
Release Date: 2022-09-05
How does foreign language learners' agency emerge at the micro-level of classroom activity during the enactment of digitally-enhanced tasks, and how do these learners exercise their agency digitally within and beyond the classroom? Drawing on research in task-based and computer-assisted language learning, this mixed-methods study uncovers key dimensions of "learner agency" - a newcomer to the field of language teaching methodology and applied linguistics. The analysis centers on three case studies of teenage students' perceptions and handling of digitally-enhanced language learning tasks. These are complemented with a Germany-wide questionnaire survey among participants in the U.S. Embassy School Election Project - an intercultural, blended language learning project that has drawn over 15,000 participants since 2012.
Nature and Enactment of Tasks for Early English as a Foreign Language Teaching (EFLT)
The ethnographic PhD case study is set within a collaborative research project in which teachers and researchers investigate early English as a foreign language (eEFL) tasks. Seven eEFL teachers from five project primary schools (PS) with students aged 6-10 years, in central urban Germany have been followed over a period of five years teaching eEFL in Grades 1-4 with a majority of Grade 4 classes. The research foci lie on: (i) the nature of eEFL tasks based on the academic conceptualisations of tasks and on the teachers' concepts of tasks to meaningfully integrate the theoretical and practical perspective; (ii) and on the teachers' task enactments that have been analysed with a multimodal and Mediated Discourse Analysis approach. The conceptualisation of the research focus poses the investigation of eEFL tasks at the centre of texts, accounts and discursive practices. This draws on the idea that social realities are constructed, insight is context-bound and views discourse as social action in which meaning is produced in interaction. Such an interdiscursive conceptualisation asks for an interdiscursive approach drawing on different data types (e.g., interviews, video recordings, observation protocols) being analysed with different methods. Results show that for eEFL tasks a strong emphasis on the students' personal interests may be beneficial to allow the young learners to experience English as a means of communication. It was found that the teachers used basic and elaborate task formats with a focus on role-plays, interviews, poster presentations or story reconstructions.Moreover, the results suggest that the often described difference between a task-as-workplan and task-as-action is also true for the eEFL classroom. Further, it can be assumed that eEFL tasks can emerge within a certain interplay of four key teaching practices of teachers:'doing school', 'providing space for learners to communicate', 'building a vocabulary' and 'teaching the spoken language'.