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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 Hits 1 – 20 of 49 1 Curriculum issues in teaching L2 speaking Newton, Jonathan; Bui, Trang Le Diem; Nguyen, Bao Trang Thi... In: The Routledge handbook of second language acquisition and speaking (New York, 2022), p. 314-327 MPI für Psycholinguistik Show details 2 Production of third-person singular–s and be copula in communication tasks by Vietnamese EFL learners: Acquisition order and learner orientation to form. ... Nguyen, BT; Newton, Jonathan. - : Open Access Te Herenga Waka-Victoria University of Wellington, 2022 BASE Show details 3 Production of Third-Person Singular –s And be Copula in Communication Tasks by Vietnamese EFL Learners: Acquisition Order and Learner Orientation to Form Nguyen, Bao Trang Thi; Newton, Jonathan. - : University of New Brunswick, 2022. : Érudit, 2022 BASE Show details 4 Production of Third-Person Singular –s And be Copula in Communication Tasks by Vietnamese EFL Learners: Acquisition Order and Learner Orientation to Form Nguyen, Bao Trang Thi; Newton, Jonathan In: Canadian Journal of Applied Linguistics; Vol. 25 No. 1 (2022); 19-46 ; Revue canadienne de linguistique appliquée; Vol. 25 No. 1 (2022); 19-46 ; 1920-1818 ; 1481-868X (2022) BASE Show details 5 TBLT Perspectives on Teaching from an EFL Textbook at a Vietnam University ... Dao, Hao; Newton, Jonathan. - : Open Access Victoria University of Wellington | Te Herenga Waka, 2021 BASE Show details 6 TBLT Perspectives on Teaching from an EFL Textbook at a Vietnam University ... Dao, Hao; Newton, Jonathan. - : Open Access Victoria University of Wellington | Te Herenga Waka, 2021 BASE Show details 7 TBLT Perspectives on Teaching from an EFL Textbook at a Vietnam University Dao, Hao; Newton, Jonathan. - : University of New Brunswick, 2021. : Érudit, 2021 BASE Show details 8 Inclusive Transnational Education Partnerships: A Case Study of a Master of Arts in TESOL Program ... Yeo, Marie Alina; Newton, Jonathan Mark. - : SAGE Journals, 2021 BASE Show details 9 Inclusive Transnational Education Partnerships: A Case Study of a Master of Arts in TESOL Program ... Yeo, Marie Alina; Newton, Jonathan Mark. - : SAGE Journals, 2021 BASE Show details 10 sj-pdf-1-rel-10.1177_00336882211011275 – Supplemental material for Inclusive Transnational Education Partnerships: A Case Study of a Master of Arts in TESOL Program ... Yeo, Marie Alina; Newton, Jonathan Mark. - : SAGE Journals, 2021 BASE Show details 11 sj-pdf-1-rel-10.1177_00336882211011275 – Supplemental material for Inclusive Transnational Education Partnerships: A Case Study of a Master of Arts in TESOL Program ... Yeo, Marie Alina; Newton, Jonathan Mark. - : SAGE Journals, 2021 BASE Show details 12 TBLT Perspectives on Teaching from an EFL Textbook at a Vietnam University Dao, Hao; Newton, Jonathan In: Canadian Journal of Applied Linguistics; Vol. 24 No. 2 (2021): Special Issue: Insight, Instruction, and Outcomes: Reflections from the TBLT 2019 conference; 99-126 ; Revue canadienne de linguistique appliquée; Vol. 24 No. 2 (2021): Numéro spécial : Perspectives, enseignement et résultats : réflexions de la conférence de 2019 sur l'ELBT; 99-126 ; 1920-1818 ; 1481-868X (2021) Abstract: This study investigated the relationship between the affordances for task-based teaching in a textbook and teachers’ awareness of and uptake of these affordances. Specifically, it compared and evaluated the communicativeness and task-likeness of activities in the textbook, New Cutting Edge, Elementary (Cunningham & Moore, 2005) and then contrasted these findings with classroom observation data on the way the activities were implemented by three Vietnamese English as a Foreign Language (EFL) teachers at a Vietnamese university. Interviews with the teachers provided further data on their implementation decisions. The analysis and evaluation of the textbook activities and how they were implemented adopted two coding frameworks, one for evaluating communicativeness (Littlewood, 2004) and the other for evaluating task-likeness (Ellis, 2018). The analysis of communicativeness revealed that while the textbook has a high proportion of activities with low communicative value, the task analysis showed that many of these activities are, in fact, either tasks or task-like. However, form-focused activities typically precede the tasks, which compromises the alignment of the textbook with TBLT. Data from classroom observations of three 90-minute lessons taught by each teacher showed that the teachers consistently reduced the communicativeness and task-likeness of the textbook activities, and replaced them with teacher-centered, explicit grammar explanation and drill practice. Stimulated recall interviews and follow-up semi-structured interviews revealed the teachers’ rationales for their practice, including their concern about the unsuitability of tasks for low proficiency students, exam pressure and time constraints, and their lack of awareness of the nature of language learning tasks. ; Cette étude a examiné la relation entre les outils pour l’enseignement par tâche présents dans un manuel et la perception des enseignants par rapport à ces outils et à leur adoption. Plus précisément, nous avons comparé et évalué le caractère communicatif et actionnel des activités présentes dans le manuel New Cutting Edge, Elementary (Cunningham et Moore, 2005). Ensuite, ces résultats ont été contrastés avec les données d’observation en classe sur la façon dont ces activités ont été réalisées par trois enseignants vietnamiens d’anglais langue étrangère (EFL) dans une université vietnamienne. Des entrevues avec les enseignants ont fourni des données complémentaires sur leurs décisions et pratiques. L’analyse et l’évaluation des activités des manuels et de la façon dont elles ont été implémentées ont adopté deux cadres de codage, l’un pour évaluer leur trait communicatif (Littlewood, 2004) et l’autre pour l’évaluation de leur caractère actionnel (Ellis, 2018). L’analyse du trait communicatif a révélé que le manuel contient une forte proportion d’activités ayant une faible valeur communicative, par contre l’analyse des tâches a montré qu’une quantité significative de ces activités sont, en fait, soit des tâches à proprement dire, soit des activités similaires à des tâches. Toutefois, dans ce livre, les activités axées sur la forme précèdent généralement les tâches, ce qui compromet l’alignement du manuel avec l’approche actionnelle. Les données des observations en classe de trois leçons de 90 minutes enseignées par chaque enseignant ont montré qu’elles éliminaient constamment les traits communicatifs et actionnels des activités du manuel et les remplaçaient par des explications grammaticales explicites et des pratiques d’entrainement centrées sur l’enseignant. Les entrevues de rappel stimulées et les entrevues de suivi semi-structurées ont révélé les motifs de ces pratiques de la part des enseignants, y compris leur préoccupation au sujet de l’inadéquation des tâches pour les élèves moins compétents, de la pression des examens et des contraintes de temps, de même que leur manque de sensibilisation à la nature des tâches dans l’apprentissage des langues. URL: https://journals.lib.unb.ca/index.php/CJAL/article/view/31371 BASE Hide details 13 Implementing a Culture of Thinking in Lao EFL Pre-Service Teacher Education: A Case of Reading Phonekeo, Say. - : Victoria University of Wellington, 2020 BASE Show details 14 The emerging understandings and practices of task-based language teaching (TBLT) by Thai EFL student teachers Jaruteerapan, Paweena. - : Victoria University of Wellington, 2020 BASE Show details 15 Intercultural Language Teaching in Vietnamese Tertiary EFL Classes: A Participatory Action Research Study Tran, Thao. - : Victoria University of Wellington, 2020 BASE Show details 16 The implementation of task-based language teaching in EFL primary school classrooms: A case study in Vietnam Bui, Trang. - : Victoria University of Wellington, 2019 BASE Show details 17 Enhancing pronunciation teaching in the tertiary EFL classrooom: A Vietnamese case study Nguyen, Loc Tan. - : Victoria University of Wellington, 2019 BASE Show details 18 Fostering incidental vocabulary uptake from audio-visual materials: The role of text comprehension Nguyễn, Chí Đức. - : Victoria University of Wellington, 2017 BASE Show details 19 Peer Interaction Opportunities for Non-Native-Speaker-of-English International Students in Postgraduate Courses of a NZ University Mukai, Shota. - : Victoria University of Wellington, 2017 BASE Show details 20 In pursuit of intercultural communicative competence: An investigation into English language policy and practices at a private university in Indonesia Siregar, Fenty Lidya. - : Victoria University of Wellington, 2016 BASE Show details Page: 1 2 3

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