Teachers Managing a Task within Task-based
Instruction: A Case Study in an EFL Setting
Golda Juliet Tulung
While there has been research looking at how
language learners interact in their L2 when doing tasks, less attention has
been paid to teacher L2 production.
However, in a foreign language setting, teachers are an essential source
of L2 oral input. The study focuses on how non-native EFL teachers manage
instructional tasks in an Academic Reading course for undergraduate medical
students at an Indonesian university. It examines teachers’ L2 input and its
relationship to the task. The data show
that in this setting, teachers used the task as a script in the classroom,
providing redundant input reinforcing the task with spoken/oral input, so that
students were exposed to matched written and oral
language. However, the findings also reveal that the teachers used the target
language to exert tight control in the classroom, and
their discourse patterns were often non-native like. The study suggests that
non-native EFL teachers in this sample see task-based instruction as benefiting
both teachers and students: teachers have a reliable model of language to refer
to in their preparation and teaching, and students are provided with matched
written and spoken language that serves as important input.
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Tulung, G. J. (2004). Teachers managing a task within task-based
instruction: A case study in an EFL setting. In B. Y. Cahyono & U. Widiati
(Eds.), The tapestry of English language
teaching and learning in
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