Socio-cultural barriers facing TBL in Japan

Abstract

This paper aims to highlight potentially problematic areas when introducing task-based learning into the Japanese university classroom. It argues that factors prevalent in collectivist environments, such as Japan, minimize what Willis (1996) claims are the main strengths of task-based learning. It further hopes to demonstrate this weakening of the approach is due to a combination of the model’s structure, in addition to socio-cultural and cognitive influences. In conclusion, suggestions are made which could reduce the influence of these factors and lead to a more productive language learning experience.

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