@article{oai:iwate-u.repo.nii.ac.jp:00010631,
 author = {James, M.  Hall},
 journal = {岩手大学英語教育論集},
 month = {Mar},
 note = {For the past few years I have been interested in the practice of task-based
teaching (hereafter TBT)in Japanese junior high school contexts. The appeal of TBT is that it encotuages leaners to use languarge as a means of accomplishing an objective. When TBL works like it should learners are autonomously listening, speaking and listening,spaking and  interacting in the target language.
Last year I wrote a paper (Hall, 2007a)about a task-based class I conducted for an open lesson(kenkyuu jugyou) in Mizusawa Higashi Junior High School. The results were mixed as many students struggled to carry out the tasks. Referencing Richard's(1987)dimensions for effective instruction, I argued that questionable decisions made with grouping, structuring, the response mode, and level of complexity of the task doomed the lesson. Using the lessons I learned from this experience, this year I again endeavored to
teach a task based language lesson at Mizusawa Junior High School (hereafter Mizusawa JHS). The results were much better as students were able to successfully carry out the tasks.
This paper is meant to serve as a reference for practitioners interested in trying TBT in their respective contexts, and it has the following objectives:(a) define and give a rationale for TBT, (b)show what TBT at junior high schools looks like,(C)reveal strategies for facilitating TBT in junior high schools.},
 pages = {28--42},
 title = {Doing Task Based Teaching in Junior High Schools},
 volume = {10},
 year = {2008}
}