Abstract
Task-based language teaching (TBLT) has been the subject of much discussion and research. To date, though, there has been little investigation of teachers’ uptake of the public knowledge generated by this research. The research described below aimed to shed light on teachers’ understanding of TBLT, their attitudes and beliefs towards TBLT as a language teaching approach, and the effect on their classroom practice of teachers’ BAK (beliefs, assumptions and knowledge – Woods, 1996) in relation to tasks and TBLT.
| Original language | English |
|---|---|
| Pages | 3-6 |
| Number of pages | 4 |
| Volume | 2009 |
| No. | 23 |
| Specialist publication | Research: the newsletter of the research special interst group IATEFL |
| Publication status | Published - Oct 2009 |