Pre-service teachers' understanding of teaching L2 French interactional competence through TBLT: Insights from task design processes and post-implementation reflections

Abstract

This paper reports on a university seminar for pre-service teachers (PST) of L2 French in which a conversation analytic concept of language use was combined with the methodology of task-based language teaching (TBLT) to teach L2 interactional competence (L2 IC). In the course, participants carried out a needs analysis, designed pedagogical tasks that focused on teaching L2 IC and trialed them in real classrooms before evaluating both their tasks' success and their own learning process. In a post-hoc study, data gathered from the course including pre-design comments, written design rationales, audio recordings of the group design meetings, oral and written feedback and post-implementation comments were analyzed using Qualitative Content Analysis to find out in what respects the PST's cognition with regard to teaching L2 IC changed during the seminar. The results show that there were some dynamics in the PST's cognition, particularly regarding their view of learner factors in task accomplishment and the targeting of specific social actions. Other aspects of PST's cognition remained more stable as their initial beliefs were confirmed by the task design process.