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Article: Factors in the implementation of task-based teaching in primary schools

TitleFactors in the implementation of task-based teaching in primary schools
Authors
KeywordsCurriculum implementation
Primary schools
Qualitative case studies
Task-based teaching
Issue Date2003
PublisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/system
Citation
System, 2003, v. 31 n. 4, p. 485-500 How to Cite?
AbstractThis paper uses detailed qualitative case study data to explore the implementation of task-based teaching in three primary school classrooms in Hong Kong. It reviews six issues which were found to impact on how teachers approached the implementation of communicative tasks in their classroom. The themes to be addressed are teacher beliefs; teacher understandings; the syllabus time available; the textbook and the topic; preparation and the available resources; and the language proficiency of the students. It is argued that the complex interplay between these factors influences the extent of implementation of task-based teaching in the classroom. A tentative exploratory framework for the implementation of task-based teaching with young learners in Hong Kong is proposed. It is suggested that the paper may also shed light on the prospects for the implementation of communicative or task-based approaches in a variety of other contexts. © 2003 Elsevier Ltd. All rights reserved.
Persistent Identifierhttp://hdl.handle.net/10722/134260
ISSN
2015 Impact Factor: 0.834
2015 SCImago Journal Rankings: 0.703
References

 

DC FieldValueLanguage
dc.contributor.authorCarless, DRen_HK
dc.date.accessioned2011-06-15T06:43:00Z-
dc.date.available2011-06-15T06:43:00Z-
dc.date.issued2003en_HK
dc.identifier.citationSystem, 2003, v. 31 n. 4, p. 485-500en_HK
dc.identifier.issn0346-251Xen_HK
dc.identifier.urihttp://hdl.handle.net/10722/134260-
dc.description.abstractThis paper uses detailed qualitative case study data to explore the implementation of task-based teaching in three primary school classrooms in Hong Kong. It reviews six issues which were found to impact on how teachers approached the implementation of communicative tasks in their classroom. The themes to be addressed are teacher beliefs; teacher understandings; the syllabus time available; the textbook and the topic; preparation and the available resources; and the language proficiency of the students. It is argued that the complex interplay between these factors influences the extent of implementation of task-based teaching in the classroom. A tentative exploratory framework for the implementation of task-based teaching with young learners in Hong Kong is proposed. It is suggested that the paper may also shed light on the prospects for the implementation of communicative or task-based approaches in a variety of other contexts. © 2003 Elsevier Ltd. All rights reserved.en_HK
dc.languageengen_US
dc.publisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/systemen_HK
dc.relation.ispartofSystemen_HK
dc.subjectCurriculum implementationen_HK
dc.subjectPrimary schoolsen_HK
dc.subjectQualitative case studiesen_HK
dc.subjectTask-based teachingen_HK
dc.titleFactors in the implementation of task-based teaching in primary schoolsen_HK
dc.typeArticleen_HK
dc.identifier.emailCarless, DR: dcarless@hkucc.hku.hken_HK
dc.identifier.authorityCarless, DR=rp00889en_HK
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1016/j.system.2003.03.002en_HK
dc.identifier.scopuseid_2-s2.0-0142056043en_HK
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-0142056043&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume31en_HK
dc.identifier.issue4en_HK
dc.identifier.spage485en_HK
dc.identifier.epage500en_HK
dc.publisher.placeUnited Kingdomen_HK
dc.deduplication.noteCarless, DRen_US
dc.identifier.scopusauthoridCarless, DR=13006149700en_HK

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