@article{oai:dwcla.repo.nii.ac.jp:00002249,
 author = {David, Clayton and David, Clayton},
 journal = {総合文化研究所紀要, Bulletin of Institute for Interdisciplinary Studies of Culture Doshisha Women’s College of Liberal Arts},
 month = {Jul},
 note = {application/pdf, AN10052143-20210820-184, This study attempted to examine task-based language teaching (TBLT) in the context of a Japanese junior high school, with the aim of isolating factors that contribute to its successful implementation. A process of action research was followed to complete a small-scale study. Six pairs of students were recorded completing a narrative construction task with differing set ups. Their interaction was transcribed and analysed and instances of learner-initiated focus on language were isolated. The Language Related Episodes (LREs) observed in each task set up were then compared. Overall findings suggested that there are several factors that should be included in task set ups to ensure that TBLT provides learners with opportunities to acquire language in EFL classes in a Japanese Junior high school. The implications for using TBLT in such a context are discussed, and suggestions given on potentially fruitful future research., 論文},
 pages = {184--204},
 title = {Language Related Episodes (LREs) in Task-based Language Teaching in Japan},
 volume = {38},
 year = {2021}
}