THE ROLES OF THE INSTRUCTORS IN AN ESP-TASK BASED LANGUAGE TEACHING COURSE
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| Format: | Artículo científico |
| Sprache: | en |
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Universidad de Costa Rica
2016
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| author | José Miguel Vargas Vásquez |
| author_facet | José Miguel Vargas Vásquez |
| contents | THE ROLES OF THE INSTRUCTORS IN AN ESP-TASK BASED LANGUAGE TEACHING COURSE José Miguel Vargas Vásquez Maciel Moya Chaves Carolina Garro Morales Educación TASK COSTA RICA HIGHER EDUCATION BASED LANGUAGE TEACHING ENGLISH TEACHING FOR SPECIFIC PURPOSES The graduate program in Teaching English at the University of Costa Rica offers yearly English courses to satisfy the language learning needs at different departments, research centers, or similar institutions. The objective of this article was to analyze the extent to which a group of student teachers fulfilled the roles of the instructors in the Task Based Language Teaching method used in the graduate program. The study used a mixed-methods approach and the subjects were three instructors during their teaching practicum. The roles of the instructors were assessed by the practicum supervisors, fellow students in the practicum, the students in the course, and the instructors themselves through rubrics, observation sheets, surveys, and teaching journals. The results from the different instruments using different scales pointed to the instructors fulfilling the roles of sequencing tasks and motivating the learners a majority of the times. The roles of preparing the learners for tasks and raising consciousness were fulfilled to a lesser extent, which indicated that the instructors needed to work further on these areas. The study concluded with recommendations for improving the roles that revealed weaknesses, notably aimed to provide a manageable numbers of vocabulary items and grammar structures in the pretask, as well as to provide prompt feedback, and to elicit students’ knowledge for the development of lessons. 2016 artículo científico 1409-4703 https://www.redalyc.org/articulo.oa?id=44743281004 en http://www.redalyc.org/revista.oa?id=447 Revista Electrónica "Actualidades Investigativas en Educación" application/pdf Universidad de Costa Rica Revista Electrónica "Actualidades Investigativas en Educación" (Costa Rica) Num.1 Vol.16 |
| format | Artículo científico |
| id | redalyc_44743281004 |
| institution | Redalyc |
| language | en |
| publishDate | 2016 |
| publisher | Universidad de Costa Rica |
| spellingShingle | THE ROLES OF THE INSTRUCTORS IN AN ESP-TASK BASED LANGUAGE TEACHING COURSE José Miguel Vargas Vásquez Educación TASK COSTA RICA HIGHER EDUCATION BASED LANGUAGE TEACHING ENGLISH TEACHING FOR SPECIFIC PURPOSES THE ROLES OF THE INSTRUCTORS IN AN ESP-TASK BASED LANGUAGE TEACHING COURSE José Miguel Vargas Vásquez Maciel Moya Chaves Carolina Garro Morales Educación TASK COSTA RICA HIGHER EDUCATION BASED LANGUAGE TEACHING ENGLISH TEACHING FOR SPECIFIC PURPOSES The graduate program in Teaching English at the University of Costa Rica offers yearly English courses to satisfy the language learning needs at different departments, research centers, or similar institutions. The objective of this article was to analyze the extent to which a group of student teachers fulfilled the roles of the instructors in the Task Based Language Teaching method used in the graduate program. The study used a mixed-methods approach and the subjects were three instructors during their teaching practicum. The roles of the instructors were assessed by the practicum supervisors, fellow students in the practicum, the students in the course, and the instructors themselves through rubrics, observation sheets, surveys, and teaching journals. The results from the different instruments using different scales pointed to the instructors fulfilling the roles of sequencing tasks and motivating the learners a majority of the times. The roles of preparing the learners for tasks and raising consciousness were fulfilled to a lesser extent, which indicated that the instructors needed to work further on these areas. The study concluded with recommendations for improving the roles that revealed weaknesses, notably aimed to provide a manageable numbers of vocabulary items and grammar structures in the pretask, as well as to provide prompt feedback, and to elicit students’ knowledge for the development of lessons. 2016 artículo científico 1409-4703 https://www.redalyc.org/articulo.oa?id=44743281004 en http://www.redalyc.org/revista.oa?id=447 Revista Electrónica "Actualidades Investigativas en Educación" application/pdf Universidad de Costa Rica Revista Electrónica "Actualidades Investigativas en Educación" (Costa Rica) Num.1 Vol.16 |
| title | THE ROLES OF THE INSTRUCTORS IN AN ESP-TASK BASED LANGUAGE TEACHING COURSE |
| topic | Educación TASK COSTA RICA HIGHER EDUCATION BASED LANGUAGE TEACHING ENGLISH TEACHING FOR SPECIFIC PURPOSES |
| url | https://www.redalyc.org/articulo.oa?id=44743281004 |