Most research on task-based language teaching (TBLT) has focused on specific factors that play a role in task-based performance and learning, whereas considerably fewer studies have paid attention to how TBLT curricula have been developed and delivered in second language (L2) teaching contexts. However, it has been argued that the latter type of evaluative inquiry is crucial in order to advance the educational significance of the approach. While more evaluation studies have been published in recent years, few of them adopt a multi-methodological, longitudinal and cyclical perspective. The current study examines the planning and implementation of task-based instruction in a university-level Spanish as a foreign language program over a five-year period, with a particular emphasis on instructors’ and students’ perceptions about the approach. Data sources consisted of notes from meetings with instructors, classroom observations, students’ perceptions collected through journals, focus groups and questionnaires, and instructors’ perceptions collected through a questionnaire. The qualitative and quantitative analysis of these data revealed critical aspects of the planning phase, positive and challenging components of the approach, modifications made in response to participants’ perceptions, as well as a gradual increase regarding the level of acceptance of task-based instruction throughout the implementation. Implications for the implementation and evaluation of TBLT in other second language educational contexts are discussed.

中文翻译：

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西班牙语课程中任务型语言教学的实施：教师和学生的看法


大多数基于任务的语言教学 (TBLT) 的研究都集中在在基于任务的表现和学习中发挥作用的特定因素，而很少有研究关注如何开发和用第二语言 (L2) 教授 TBLT 课程教学情境。然而，有人认为后一种类型的评价性探究对于提高该方法的教育意义至关重要。尽管近年来发表了越来越多的评估研究，但很少有采用多方法论、纵向和周期性视角的评估研究。目前的研究考察了大学水平的西班牙语作为外语课程在五年内的任务型教学的规划和实施，特别强调教师和学生对该方法的看法。数据来源包括与教师的会议记录、课堂观察、通过期刊、焦点小组和问卷收集的学生看法以及通过问卷收集的教师看法。这些数据的定性和定量分析揭示了规划阶段的关键方面、该方法的积极和具有挑战性的组成部分、根据参与者的看法所做的修改，以及整个过程中基于任务的教学的接受程度的逐步提高实施。讨论了 TBLT 在其他第二语言教育环境中实施和评估的影响。