This study investigates how tasks in pre-service teacher education can
help aspiring teachers learn to promote students' language use in the English
class. A task is an activity where learners interact in the target language to
achieve a non-linguistic outcome. Based on Willis's framework for Task Based
Learning(1996)，three pre-service teachers conducted a jumble task in 4
classes at a junior high school. Self evaluation sheets were given to students
after each class to determine how effective the tasks were in encouraging
them to use English，and the teachers' discoveries about encouraging students'
language use were revealed through a post-practice written report. Teachers
discovered that the way in which tasks are demonstrated and explained can
have a significant impact on students' language use. 1 propose that when
using tasks in pre-service teacher education，the instructor should consider
choosing the task and making the basic outline of the lesson so that teachers
can devote more time to practice how to expedite the task. I also propose using
an abbreviated version of Willis's framework in future practices so that
teachers have more time to present the task and students have the
opportunity to repeat the task.
Using Tasks in Teaching Practice: Helping Pre-service Teachers Learn to Promote Students' Language Use
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