English language teachers’ stated beliefs and practices regarding task-based language teaching and listening
English language teachers’ stated beliefs and practices regarding task-based language teaching and listening

Summary/Abstract: Literature on both task-based language teaching (TBLT) and listening in language teaching generally as well as in English language teaching (ELT) is lacking in description about what teachers do and to what extent they apply theory or research-based evidence to their classroom practice. The current study consists of 7 interviews conducted face-to-face, by internet video telephony and through asynchronous text messaging with English language teachers around the world. Interviews focused on teachers’ listening pedagogy, their understanding of task-based pedagogy and the use of materials in teaching. A phenomenological analysis of what participants said in interviews is taken to explain reasons for the author’s understanding of the data, less in the hope of a generalizable set of findings but more toward insight into what teachers do, their ideas about authenticity, their understanding of TBLT and its various frameworks, use of theory and how research is connecting and failing to connect with working English language teachers in various contexts.

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