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Article: Revisiting the TBLT versus P-P-P Debate: Voices from Hong Kong

TitleRevisiting the TBLT versus P-P-P Debate: Voices from Hong Kong
Authors
Issue Date2009
PublisherChinese University Press. The Journal's web site is located at http://www.integrity-ethics.com/journal/100036
Citation
Asian Journal of English Language Teaching, 2009, v. 19, p. 49-66 How to Cite?
AbstractWhilst there is a body of research evidence on task-based language teaching (TBLT) with adults, less is known about its suitability for implementation in secondary schools, particularly in Asian contexts. This study uses interview data from a purposive sample of 12 secondary school teachers and 10 teacher educators based in the Hong Kong context, a setting in which task-based approaches have been adopted since the 1990s. The focus of the paper is to explore informants’ perceptions of the pros and cons of TBLT as opposed to long-standing presentation-practice-production (P-P-P) approaches and discuss issues arising. Four main sub-themes are addressed: the extent of reported implementation of TBLT and/or P-P-P in Hong Kong secondary schools; the reasons for preferences for task-based teaching or P-P-P; how well teachers are perceived to understand TBLT and P-P-P; and calls for further evidence on the effectiveness of TBLT for schooling. Following from this, the paper discusses implications for teacher education and suggests some avenues for further research.
Persistent Identifierhttp://hdl.handle.net/10722/134275
ISSN

 

DC FieldValueLanguage
dc.contributor.authorCarless, DR-
dc.date.accessioned2011-06-15T06:43:04Z-
dc.date.available2011-06-15T06:43:04Z-
dc.date.issued2009-
dc.identifier.citationAsian Journal of English Language Teaching, 2009, v. 19, p. 49-66-
dc.identifier.issn1026-2652-
dc.identifier.urihttp://hdl.handle.net/10722/134275-
dc.description.abstractWhilst there is a body of research evidence on task-based language teaching (TBLT) with adults, less is known about its suitability for implementation in secondary schools, particularly in Asian contexts. This study uses interview data from a purposive sample of 12 secondary school teachers and 10 teacher educators based in the Hong Kong context, a setting in which task-based approaches have been adopted since the 1990s. The focus of the paper is to explore informants’ perceptions of the pros and cons of TBLT as opposed to long-standing presentation-practice-production (P-P-P) approaches and discuss issues arising. Four main sub-themes are addressed: the extent of reported implementation of TBLT and/or P-P-P in Hong Kong secondary schools; the reasons for preferences for task-based teaching or P-P-P; how well teachers are perceived to understand TBLT and P-P-P; and calls for further evidence on the effectiveness of TBLT for schooling. Following from this, the paper discusses implications for teacher education and suggests some avenues for further research.-
dc.languageeng-
dc.publisherChinese University Press. The Journal's web site is located at http://www.integrity-ethics.com/journal/100036-
dc.relation.ispartofAsian Journal of English Language Teaching-
dc.titleRevisiting the TBLT versus P-P-P Debate: Voices from Hong Kong-
dc.typeArticle-
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=1026-2652&volume=19&spage=49&epage=66&date=2009&atitle=Revisiting+the+TBLT+versus+P-P-P+Debate:+Voices+from+Hong+Kongen_HK
dc.identifier.emailCarless, DR: dcarless@hkucc.hku.hk-
dc.identifier.authorityCarless, DR=rp00889-
dc.description.naturelink_to_OA_fulltext-
dc.identifier.hkuros180889-
dc.identifier.volume19-
dc.identifier.spage49-
dc.identifier.epage66-
dc.publisher.placeHong Kong-

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