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Is Task-Based Learning Relevant to Elementary Schools?
Malcolm J. Benson, Hiroshima Shudo University, Japan
Fumiko Yamazaki, Meiji Gakuen Elementary School, Japan

 
This paper discusses the possibility of using TBL (Task-Based Leaning) to enhance the language teaching of elementary school children, and explores its potential for a wider range of learners. TBL correlates the claims from recent SLA research results which confirm the necessity to provide the learners occasions to do language experiments by themselves and develop their inner system of language learning. Although it is claimed to be appropriate for young learners and beginners, few empirical studies have been done. In this paper, firstly the theoretical background of TBL is reviewed including a comparison with PPP (Presentation- Practice-Production), and secondly experimental TBL lessons given in an elementary school in Japan are reported and discussed. These show a step-by-step description of experimental teaching cycles and original materials, together with students' reactions to them. The research concludes that TBL might be applicable for young learners, though some modification may be necessary.