Implementing TBLT in the Japanese Primary EFL Classroom:An Analysis from a Sociocultural Perspective

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(1)Implementing TBLT in the Japanese Primary EFL C1assroom：An Ana1ysis丘。m a Sociocu1tura1 Perspective. 専攻. 教科・領域教育学専攻. コース. 言書吾系コ』ス. 学籍番号. M10138A. 氏名. Huang，JerlツYung Teh. With the comp1iance to the new. Eng1ish teaching at the primary schooL In. Course of Study，a115th and6th grade primary. addition，Wi11is’TBLT丘amework produ㏄s a. schoo1students are mandated to receive one. 1anguage leami㎎enVirO㎜ent Via SOCia1. weekly Foreign Language Activities（FLA）. engagement，ProbIem so1ving and supPoれive. c1ass for35 weeks．However，homeroom. ta1k，Since sociocu1tura1theory（SCT）shared. teachers’Iack of training and confidence about. manypointsofcomectionwithTBLT，aTBLT. their language ski11s are some of the issues. unit was designed and imp1emented in an. which remain unreso1ved． A1though the. e1ementary schooi and the socia1interactions. Ministry ofEducation，Cu1ture，Sports，Science，. observed in the practice were analyzed舟。m a. and Tec㎞o1ogy（MEXT）provided teaching. sociocu1tura1 perspective． SCT is a. materials to support the teachers，approaches. psycho1ogica1theory of human deveIopment. used in the m勾。rity ofthe c1asses observed are. and has been deve1oped丘。m Vygotsky’s work. simi1ar to the traditiona1sty1es ofteaching；e．g．. that presumes‘the human mind is mediated’. Presentation−Practice−Production（PPP）modeL. （Lantolエ2000：1）．Under SCT，the higher order. The1ack of socia1engagement has been one of. ∼nctions of the human mind deve1op via. the caveats in the PPP model and this might. interaction with others and with a血i危。ts as the. inhibit the instructiona1goa1s to be achieved in. 1eamer pa血icipates in socia11y meaning∼1. FLA1essons．To reso1ve the issue，task−based. activities．SCT has many points of comection. language teaching（TBLT）has been proposed. and compatibi1ity with TBLT concerning the. and investigated in the research of ｛breign. fouowing three traits in paれicu1ar：. 1anguage leaming．The present study wi11. re−contextualization of c1assroom activity，task. examine the pro㏄ss of implementing TBLT in. as a p1ace for language deve1opment，and focus. the EFL cIassroom at a Japanese primary. onmeaning（Num，2001）．We be1ieve the task. schoo1and the resu1ts are further ana1yzed丘。m. de丘ned under Wi11is’TBLT framework. a sociocu1tural perspective．. produces a1㎜guage1eaming enviro㎜ent. The deinition of‘task’in TBLT has. where chi1dren deve1op by being engaged in. been defined by severaI scho1a工s，and they a11. social interaction， ProbIem so1ving， and. aim to provide a so1id此undation．Among them. supPortive ta1k．. the framework proposed by Wi11is（1996）has. Paれicipants in the present study. been adopted in the present study because of its. consisted of twenty5th grade and seven6th. f1exibiIity and adoptabi1ity to the context of. grade students，and a11of them had had some. 一260一.

(2) ・・p・・i・…withE・gli・h1・・・…i・㏄3「dg・・d・．. beyond students’ current capabi1ity， was. Two c1asses were combined into one and they. provided．The contingent ta1k by the teacher，. were血rther divided into groups based on their. which was observed during the task，provided. f1uency，The students worked in groups on a. the micro−1eveI ofscψ肋ηg on the spot．The. task，Quiz show，in which they had to create. di・1・gi・int・…ti㎝d・e・nOt・・1y・㏄・・. three3−hint quizzes and present them to the. between the teachers and students，but a1so. whole c1ass with visua1i11ustrations．Fo11owing. among students，which was termed as oo〃ec舳e. Wmis’丘amework（three phases：μe一価だ，物∫κ. ∫cゆZ♂切9．It denotes the∫cゆZ6切g that took. ψcZe，and Zmgmge力〃s），the students were. p1ace among the students，where everyone. first exposed to a mode11anguage use by. engaged on cach other mutua11y and equany to. pa血icipating in the samples quizzes presented. a㏄ompIish the goaL The context of the. by the teacher as in〃e−C伽κ．They then worked. classroom was血rther enriched via mea〃わη. in groups，trying to come up with their own. 妙m紬．舳acts provided a co㎜on. quiz hints and answer as in〃sκ∫吻ge of the. re危rence point between the teacher and the. 他∫ん。γcZe．Visua1illustrations and1anguage. students，and it is∼nctiona1on1y when the. preparation were done next by the student in. teacher’s guidance attuned to the student’s. μmn加g8他ge ofthe cyc1e and fo11owed by the. abi1ity．. presentation，which was the ina1stage（7ψo〃）. Dia1ogic interaction il thl co㎜on. of the cycle．Towards the end of the unit，. denominator of a11three emerged concepts．. Zmgmge力。〃s，the teacher reviewed ∼㎜d. According to SCT，cognitive and1anguage. discussed some examples with the students to. deve1opment takes place丘rst inter−and then. withdraw their ref1ections，and ended the unit. intra−psycho1ogica11y． TBLT wi11 provide. by practicing new words that emerged丘。m the. exce11ent opPortunities， where dia1ogica1. task．. interaction natura11y takes place and lead the. The conversational data during the. participants to the interna1ization of1anguage．. task were co11ected with audio and video. A1though the resu1ts are not sti11decisive in that. recorders and further transcribed fbr qua1itative. students’second1anguage deve1opment took. ana1yses from a sociocu1tura1persp㏄tive．. p1ace，and thus fuれher studies are necessary”. Upon carefu1examination of the data，three. the present study concludes that the TBLT Ied. m勾。r concepts have emerged；sc伽肋ng，. to the transfomati㎝of classroom ta1k丘。m. co〃eα∼e∫cψ肋㎎，and me伽れ。η卯. traditiona1patterns of ta1k to dialogic supPort. 。〃狗αs．∫o伽肋〃9，notjustanyfomofhe1p，. 丘。m teachers and students 危r1anguage. enab1es a㏄ompIishment that the le㎝1ers wou1d. production， 1earning， and pρtentia1. not have been able to perform ontheir own and. deve1opment．. bring them c1oser to the state of independent. competence．Fuれhemore，sc％肋㎎takes p1ace in both‘macro’㎝d‘micro’leve1s．TBLT. 主任指導教員吉田達弘. c㎜Ticu1um design itself is a form of. 指導教員吉田達弘. macro−1eve1soψ肋〃9，where a speciic goa1，. 261.

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