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Nature and enactment of tasks for early English as a foreign language teaching (EFLT): a collaborative research project with teachers in Germany
thesisposted on 2022-03-28, 09:21 authored by Constanze R. Dreßler
The ethnographic PhD case study is set within a collaborative research project in which teachers and researchers investigate early English as a foreign language (eEFL) tasks. Seven eEFL teachers from five project primary schools (PS) with students aged 6-10 years, in central urban Germany have been followed over a period of five years teaching eEFL in Grades 1-4 with a majority of Grade 4 classes. The research foci lie on: (i) the nature of eEFL tasks based on the academic conceptualisations of tasks and on the teachers' concepts of tasks to meaningfully integrate the theoretical and practical perspective; (ii) and on the teachers' task enactments that have been analysed with a multimodal and Mediated Discourse Analysis approach. The conceptualisation of the research focus poses the investigation of eEFL tasks at the centre of texts, accounts and discursive practices. This draws on the idea that social realities are constructed, insight is context-bound and views discourse as social action in which meaning is produced in interaction. Such an interdiscursive conceptualisation asks for an interdiscursive approach drawing on different data types (e.g., interviews, video recordings, observation protocols) being analysed with different methods. Results show that for eEFL tasks a strong emphasis on the students' personal interests may be beneficial to allow the young learners to experience English as a means of communication. It was found that the teachers used basic and elaborate task formats with a focus on role-plays, interviews, poster presentations or story reconstructions.Moreover, the results suggest that the often described difference between a task-as-workplan and task-as-action is also true for the eEFL classroom. Further, it can be assumed that eEFL tasks can emerge within a certain interplay of four key teaching practices of teachers:'doing school', 'providing space for learners to communicate', 'building a vocabulary' and 'teaching the spoken language'.
Table of Contents1. Introduction -- 2. The research context and its influence on the overall research methodology -- 3. Task-as-workplan : focus on task concepts present in the literature -- 4. Task-as-workplan : focus on task concepts present in project members' teaching practice -- 5. Task-in-action : focus on task formats in grades 1-4 -- 6. Task-in-action : focus on the project teachers' enactments of tasks -- 7. The nature and enactment of EEFL tasks within the project setting -- 8. Task-in-reflection -- 9. Broadening the perspective on EEFL tasks.
NotesTheoretical thesis. Bibliography: pages 293-325 This thesis resulted from a co-tutelle arrangement with Justus Liebig-Universität Giessen.
Awarding InstitutionMacquarie University
Degree TypeThesis PhD
DegreePhD, Macquarie University, Faculty of Human Sciences, Department of Linguistics
Department, Centre or SchoolDepartment of Linguistics
Year of Award2016
Principal SupervisorChristopher N Candlin
Additional Supervisor 1Martina Möllering
Additional Supervisor 2Michael Legutke
RightsCopyright Constanze R. Dreßler. 2015. Copyright disclaimer: http://mq.edu.au/library/copyright
Extent1 online resource (xvi, 326 pages) illustrations (some colour)
Former Identifiersmq:71470 http://hdl.handle.net/1959.14/1274664