Research on task based language teaching and learning
63304597
THE COMPARATIVE STUDY OF GRAMMAR TRANSLATION METHOD (GTM) TASK BASED LANGUAGE TEACHING (TBLT) AND CONTEXTUAL LEARNING TEACHING (CLT) IN WRITING SENTENCES AT SMP SWASTA NURUL ILMI
This research is designed by quantitative research. In this research, participants were Nurul Ilmi students in VIII grade of junior high school. They are 40 students. The instrument used in this research is a test. In this research, the researcher would be applied two tests. They are pre test and post test. The technique of data analysis, the researcher used Two Ways Anova The value of hypothesis testing was 0,000 with opportunity 0,05. Based on the accounting result of the research, so the hypothesis that Grammar Translation Method (GTM) Task Based Language (TBLT) and Contextual Learning Teaching (CTL) have significant difference in writing sentence was could be accepted.
Rayendriani Fahmei Lubis
65598127
Task Based Language Teaching (TBLT)
Task based language teaching (TBLT) represents an approach to language learning and teaching grounded in the expanding database of second language acquisition (SLA) research. Having grown out of the communicative approach to language teaching (CLT) TBLT proposes task as the unit of analysis in SLA research and language pedagogy. While there are several proposals for understanding and implementing TBLT, these have in common an experiential "learning by doing" philosophy, informed by analyses of real world tasks and by the design, staging, and implementation of related pedagogic tasks. Identifiable challenges exist in implementing TBLT, as shown by investigations in various contexts, but it is argued that the shared unit of analysis provides an improved potential for synergies among theory, research, and contextualized practice in language learning and teaching.
Paul J Moore
67203351
Task based language teaching: how it is implemented effectively?
There have been a number of ideas on how task based language teaching (TBLT) is applied in English instruction. This research attempted to investigate how the task based language teaching (TBLT) should appropriately be implemented in vocational college. A group of twenty eight students majoring in tourism were involved as research participant. Prior to treatment, they were given pre test (Tl) to see their basic level. The test, assessment rubric, learning materials, and learning syntax were developed and validated by an expert judge prior to their use. The treatment using task based learning materials and learning syntax stages of "leading in enriching activating naturalizing" (LEAN) was undertaken for three times. The post test (T2) was then given two days upon treatment to avoid their being able to answer the test because they just still remember of the materials during the learning. The analysis result of T1 and T2 using paired sample t test showed that there was significant difference between means of T1 (M=6.14) and T2 (M=15.46) indicated by t (27) 54.51, p .05. Further development is recommended to use other English for specific purposes' materials and different research participant.
Ni Putu Somawati Nia Astuti I Nyoman Kanca I Made Rai Jaya Widanta I Wayan Dana Ardika
149181992
The Influence of Task Based Language Teaching Approach on Foreign Language Anxiety and Achievements among Vocational College Students
This paper takes non English majors of vocational college as research individuals, investigating and analyzing their foreign language anxiety and English learning achievement, then adopting task based teaching approach and 3P (presentation practice production) teaching method in the contrast. Results show that the task based teaching approach is helpful to reduce students' foreign language learning anxiety, and enhance their English learning achievement. Therefore, it is a valuable teaching method to be popularized in colleges.
Xin Wang
59352484
Technology and Task Based Language Teaching (TBLT) Exploring Pragmatics.
This paper focuses on the teaching of pragmatics in English as a Foreign Language classroom and how the traditional way of teaching languages can be challenged. It also aims to highlight the importance of incorporating computer assisted activities as well as other resources that can be introduced into the classrooms in order to teach pragmatics. Taking into account insights from Second Language Acquisition (SLA) research, a teaching proposal is provided to see a great variety of activities and tools that teachers can use in order to keep their students motivated and engaged with language with the main focus on pragmatics. A series of lessons was developed to help 10 and 11 year old English language learners achieve pragmatic fluency in apologizing. Fifteen students participated in an after school action research test of the lessons. They enjoyed the learning activities and demonstrated newly acquired skills. Results from this study reveal that action research is a valuable way to increase teachers' pedagogical knowledge of how pragmatics is learners in instructional settings.
Ana Herraiz-Martinez
56028790
The Effect of Task Based Language Teaching on Motivation and Grammatical Achievement of EFL Junior High School Students.
This research sought to investigate the effect of the effect of task based language teaching on motivation and grammatical achievement of EFL junior high school students of Ahvaz. To fulfill the objectives of the study a Homogeneity test (Oxford Quick Placement Test) was administered among 100 students at the junior high school and finally 80 participants were selected. Then, they were divided into two subgroups, namely control and experimental groups. Before starting the treatment, a validated teacher made grammar test in terms of the materials supposed to be covered in both groups was administered to them as the pre test. Moreover, a motivation questionnaire were given to both groups at the beginning and at the end of study. Then the experimental group received the treatment, which was teaching and learning grammar through using task based language teaching and the control group received traditional teaching which is teaching grammar through instruction on examples and drills proposed by the teacher. After 12 sessions of treatment, the two groups were administered the same teacher made grammar test as posttest. Data were analyzed by Paired and Independent Samples t test. The findings showed that the experimental group significantly performed better than the control group. Generally, the experimental groups outperformed the control groups. Furthermore, the results of motivation questionnaire show that there was a significant difference between the experimental and control groups' motivation in the post test of questionnaire which implies that the experimental group's motivation increased significantly. The results suggest that task based language teaching can be used in English classes to develop grammar ability among Iranian EFL learners.
Islam NamazianDost Ghassem Bohloulzadeh Abdolreza Pazhakh
148768738
Sociocultural Theory and Task Based Language Teaching: The Role of Praxis
The social psychologist Kurt Lewin famously wrote, "There is nothing more practical than a good theory" (1952, p. 169) Task based language teaching (TBLT) has strong links to practical activities in the real world, and TBLT theory and research contributes to pedagogical practice. However, the relationship between theory and practice is primarily one way, according to Bygate (2016) who argues that TBLT theory is tested in practice more often than practice is shaped by the theory. It is a different matter, however, if one focuses on TBLT research conducted in sociocultural theory (SCT) SCT addresses the relationship between theory and practice through praxis, the idea that theory guides practice and practice shapes theory (see Vygotsky, 1987) Praxis is central to a sociocultural approach to second language learning and teaching (Lantolf Poehner, 2014; Lantolf Thorne, 2006; van Compernolle, 2015) including research on tasks. In this article I look at how SCT contributes to TBLT through praxis.
Anne Feryok
146989628
Task based language teaching: An empirical study of task transfer
Since the 1980s, task based language teaching (TBLT) has enjoyed considerable interest from researchers of second language acquisition (SLA) resulting in a growing body of empirical evidence to support how and to what extent this approach can promote language learning. Although transferability and generalizability are critical assumptions for TBLT, there is little empirical evidence that task related language abilities are indeed transferable. The current study was conducted to address this need for empirical research on generalizability and transfer critical for the planning of teaching and assessment of learning by specifically investigating whether or not transfer occurs between two similar pedagogic tasks. Fifty three randomly assigned low level adult second language learners were trained in a computer lab to complete one of two pedagogic tasks or no task, after which all participants were tested on two transfer tasks. Although the results of a MANCOVA did not provide statistically significant evidence of transfer, a post hoc analysis on a subset of the lowest proficiency learners suggests that task related language abilities are transferable. Directions for future research and implications for teaching and assessment are discussed in light of the present findings.
Susan D Benson
142122963
Task based language teaching in foreign language contexts research and implementation
1. Preface 2. Foreword (by Pica, Teresa) 3. Chapter 1. Introduction: Broadening the perspective of task based language teaching scholarship: The contribution of research in foreign language contexts (by Shehadeh, Ali) 4. Section I. Variables affecting task based language learning and performance 5. Chapter 2. Effects of task complexity and pre task planning on Japanese EFL learners' oral production (by Sasayama, Shoko) 6. Chapter 3. Measuring task complexity: Does EFL proficiency matter? (by Malicka, Aleksandra) 7. Chapter 4. Effects of strategic planning on the accuracy of oral and written tasks in the performance of Turkish EFL learners (by Genc, Zubeyde Sinem) 8. Chapter 5. Effects of task instructions on text processing and learning in a Japanese EFL college nursing setting (by Horiba, Yukie) 9. Chapter 6. Task structure and patterns of interaction: What can we learn from observing native speakers performing tasks? (by Hobbs, James) 10. Section II. Implementation of task based language teaching 11. Chapter 7. Patterns of corrective feedback in a task based adult EFL classroom setting in China (by Iwashita, Noriko) 12. Chapter 8. Incidental learner generated focus on form in a task based EFL classroom (by Moore, Paul J. 13. Chapter 9. Qualitative differences in novice teachers' enactment of task based language teaching in Hong Kong primary classrooms (by Chan, Sui Ping (Shirley) 14. Chapter 10. Implementing computer assisted task based language teaching in the Korean secondary EFL context (by Park, Moonyoung) 15. Chapter 11. Task based language teaching through film oriented activities in a teacher education program in Venezuela (by Chacon, Carmen Teresa) 16. Chapter 12. Task based language teacher education in an undergraduate program in Japan (by Jackson, Daniel O. 17. Chapter 13. Incorporating a formative assessment cycle into task based language teaching in a university setting in Japan (by Weaver, Christopher) 18. Chapter 14. Language teachers' perceptions of a task based learning programme in a French University (by McAllister, Julie) 19. Epilogue. What is next for task based language teaching? 20. Chapter 15. TBLT in EFL settings: Looking back and moving forward (by Carless, David) 21. About the contributors 22. Index
Ali Shehadeh Christine A Coombe
55397593
Task based language teaching as a suitable didactic method for the teaching and learning of second and foreign languages
This research seeks to highlight that Task Based Language Teaching is a suitable didactic method for the teaching and learning of second and foreign languages. The development and implementation of a teaching module for Spanish as a foreign language, in the face to face environment, is contemplated. The primary objective is to portray how methodological principles from Task Based Language Teaching can be combined effectively in designing activities for face to face contexts. In this regard, empirical evidence is analysed in order to determine the effectiveness of the mixed methodology in the teaching learning of Spanish as a foreign language, in the said settings, in a study based on a longitudinal experimental design with pre test and post test, but without control group. The results show an increase in the acquisition of specific knowledge in Spanish as a Foreign Language, thus improving the students' linguistic and communicative competence.
Kerwin Anthony Livingstone