A Practical Report on Using a Task-Based Approach in the Japanese University EFL Context

摘要

This paper considers the current state of EFL pedagogy in Japanese universities. First, this paper gives a brief introduction of English education reform plans in Japan. There is ample evidence to suggest a motivation problem in Japanese university EFL classes. Second, this paper examines the current state and issues surrounding the topic of EFL syllabus design in Japan. Recently, there has been a great deal of research advocating a task-based approach (TBA) over other approaches. Yet, despite its vast potential, task-based learning (TBL) is not often fully utilized in Japanese EFL classes. Third, this paper attempts to provide a much-needed link between research and practice where TBL is concerned. To this end, this paper describes and analyzes the design, implementation and effects of a TBA in an EFL class in Nagasaki University. The initial results seem to confirm that a TBA holds great promise in the field of English Language Teaching (ELT).