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There is increasing discussion about the suitability of Task-based Language Teaching (TBLT) in Japanese classrooms. While some advocate TBLT as the most effective way to increase learners’ communicative competence, the tendency of Japanese students to remain silent or to excessively use their L1 may be a barrier to the effectiveness of the approach. This paper focuses on the use of L1 in English classes, and surveys the ways in which it is used by students during tasks. It is then demonstrated, using peer monitoring as an example, that simple classroom interventions can effectively encourage L2 use during tasks and thus facilitate TBLT approaches.

Promoting L2 Use as a Means of Facilitating TBLT in Japanese Classrooms