Not a language lesson but a language workout: organizing a lesson around discrete learning activities in order to help students learn and concentrate
Not a language lesson but a language workout: organizing a lesson around discrete learning activities in order to help students learn and concentrate
Keywords: task-based learning, extensive reading, demotivation, receptive learning
Jason Moser
Osaka Shoin Women’s University, Japan
Bio
Jason Moser, PhD, is an Associate Professor in the Department of English as an International Language at Osaka Shoin Women’s University. He has taught in Japan for over 18 years. His research interests include task-based learning, the CEFR in Asian contexts, language portfolios, teacher training, and young learner literacy. E-mail: jason.moser@osaka-shoin.ac.jp
Abstract
This paper reports on the curriculum changes that were implemented in a three-hour per week two-year general English program for non-majors in a Japanese university. The changes to the English language curriculum were in response to the declining proficiency and motivation levels of the students entering the university. The most substantial changes to the curriculum involved reducing the task-based learning strand, and dividing individual lessons into mostly discrete receptive learning activities. The first part of the study will focus on the rationale and planning of the curriculum. The second part of the paper will present the findings of a student survey that we conducted to evaluate the curriculum changes.
See page: 4-15
Category: Monthly Editions
