This paper is presented as an empirical case study, comparing various approaches to teaching non-English major students at one Japanese university. In the context of a common syllabus and testing policy, with minimal allowance for any variation in L2 proficiency, and a requirement to cover a limited number of textbook-determined content areas, four different approaches to teaching, ranging from a single teacher, PPP approach, to team-teaching a TSLT approach were examined. Making use of a self-assessment survey, results indicate a favorable response to task-based activities, with participants expressing improved motivation and a recognition of the relevance of the set tasks. The respective roles of teachers in a team-teaching environment and the practicability of such an approach are also considered.
