• 10 Feb, 2023
• By: Justin Harris (Kindai University)

Why Task Based Language Teaching (TBLT) is a good match for Japanese students

     Although TBLT has become increasingly popular around the world in recent years, many teachers still use a Present Practice Perform (PPP) approach, especially in EFL contexts. TBLT is often seen as more appropriate for high level students, or for classes in places where students use English outside of the classroom. However, there are several reasons why TBLT is actually a better teaching approach for Japanese students, especially those studying English in tertiary institutions.

Japanese students have a large receptive knowledge of grammar and vocabulary

     Take a look at any university entrance exam and you will soon realize that students in Japan have a very detailed knowledge of English grammar, and they also know some fairly low frequency vocabulary. Get them into a classroom and you will notice that this knowledge is receptive only - they have very limited ability to use any of that language. This is why many English language students in Japan don’t necessarily need a PPP-oriented introduction of language that they already know along with rigid practice. What they do need is the opportunity to use their latent knowledge in a meaningful way. TBLT provides students with a task to complete and asks them to use the language resources they already have to complete it (the key is a non-linguistic outcome). This turns their receptive knowledge into productive knowledge and TBLT facilitates this.

Low self-efficacy
     Turn on the TV or talk to any Japanese person and you will soon realize that students have very low estimation of their ability (or self-efficacy) regarding their communicative English abilities. “Eigo ha muzukashii” is commonly accepted, as is the idea that Japanese people can’t speak English. Again, university entrance exams are incredibly difficult, and are often designed to focus on obscure grammar. PPP perpetuates this by introducing language and judging students on their ability to use it perfectly. Conversely, TBLT asks students to complete tasks that are achievable, and judges them on successful completion of those tasks - the non-linguistic outcome mentioned previously. This means that students begin to realize that speaking English is something that they can do, which in turn provides them with the much-needed motivation to work even harder.

Low motivation
     Most teachers have experienced problems with Japanese university students’ low motivation. This comes from studying English to pass tests rather than to communicate, and also from the feeling that even if they study, they still will not be able to achieve success. PPP is a teacher fronted method through which language is introduced and practiced. The final “P” stands for “produce”. Students “produce” the language they have just practiced, which inherently suggests to them that they should not attempt to communicate meaningfully until they are ready to do so “perfectly”. TBLT aims to spark students’ interest by giving them a real reason to use English. There is a task that has a real outcome – a reading task might have students reading to check guesses, or speaking to find differences between pictures - it is not just language practice. Indeed if TBLT is done well, students may even forget that they are in a classroom practicing language and focus instead on getting the task done.
     Japanese students have compulsory classes at university, but no longer need to study to pass difficult tests. They finally have a chance to use the English they know, and TBLT is a pedagogy which fits perfectly with their needs.