Teachers’ Beliefs about Task-Based Language Teaching for Science and Engineering Students

Abstract

Language teachers often express concern about the gap between the language their students are taught and the language they need to participate in real communication outside of the classroom. There have been many attempts to bridge this gap, and one possible solution is the implementation of a task-based approach or task-based learning and teaching (henceforth, TBLT) (Ellis 2003; Nunan 2004; Samuda and Bygate 2008; Van den Branden 2006). This approach utilises tasks as the central unit for planning and language instruction (Richards & Rodgers 2001). TBLT is based on the premise that language is a dynamic resource for creating meaning and that the learning process involves cognitive processing, affective factors, and social interaction (Nunan 2004). Therefore, this approach emphasises the efficacy of language knowledge that is naturally learnt through meaningful language use in informal contexts and from the provision of rich input and opportunities for learners to promote meaningful communication and interaction (Beglar & Hunt 2002; Brown 2000; Ellis 2003; Kumaravadivelu 1994; Samuda & Bygate 2008).