East (2014) presented a largely qualitative study that uncovered how beginning teachers of languages other than English developed their understandings about task-based language teaching (TBLT) as they took part in a year-long initial teacher education programme in New Zealand. This paper reports a comparative re-production. It complements a recent New Zealand based study, experimental in nature, and its approximate replication (Erlam & Ellis, 2018a, b). The present paper argues that TBLT remains in practice a contested endeavour. Positive experimental research findings are not necessarily finding their way into classrooms, and practitioner-focused studies play a crucial role in adding to our knowledge of what works and what does not work in authentic contexts. The original study and the comparative re-production addressed the same research questions and drew on parallel data sources. The findings of the comparative study, which supported those of the original study, helped in identifying more clearly the issues at stake for the profession and the variables that require attention. It is apparent that the challenges reside in upskilling and supporting practising teachers, who need to become a stronger focus of dedicated and long-term professional development opportunities that will introduce them to the innovation, and sustain them in its implementation.

中文翻译：

---

初任教师如何看待任务型语言教学？东方的比较再现（2014）

East（2014）提出了一项主要的定性研究，该研究揭示了英语以外语言的初级教师在参加新西兰为期一年的初级教师教育计划时如何发展他们对任务型语言教学（TBLT）的理解。本文报告了一个比较的再生产。它补充了最近一项基于新西兰的研究，本质上是实验性的，及其近似复制 (Erlam & Ellis, 2018a, b)。本文认为，TBLT 在实践中仍然是一个有争议的努力。积极的实验研究结果不一定会进入课堂，以实践者为中心的研究在增加我们对真实环境中哪些有效和哪些无效的知识方面发挥着至关重要的作用。原始研究和比较再生产解决了相同的研究问题并利用了并行数据源。比较研究的结果支持了原始研究的结果，有助于更清楚地确定该专业的利害关系问题和需要注意的变量。很明显，挑战在于提高和支持执业教师，他们需要更加专注于专注和长期的专业发展机会，将他们引入创新，并在实施过程中维持他们。