Academic literature on the topic 'Ask-based Language Teaching'

<strong>Abstract:</strong> This research aims to demonstrate the application of Task-based Language Teaching activities in EFL oral class in a public university in China. As an international language, English plays a vital role in not only international communications but also in culture exchanges. College students are asked to equipped with English communication skills to do real-life communication nowadays. Task-Based Language Teaching (TBLT) is a non-traditional approach in teaching language whereby learners learn language incidentally though performance of meaningful tasks. It has generated great interest among EFL researchers and practitioners. This research scoped in a public university in North China and the teaching materials were chosen from 4 units of College English Course Book-1. The purpose of this research also lies in broadening the strategies of using activities in EFL classes which aims to develop the communicative competence within pronunciation, accuracy, fluency, discourse management and complexity. <strong>Keywords:</strong> ask-based Language Teaching, teaching activities, oral communicative competence. <strong>Title:</strong> Task-based Language Teaching Activities in College English Course in a Public University in China <strong>Author:</strong> Wang Xinran, Li Jinghan, Li En, Li Shuqing <strong>International Journal of Novel Research in Education and Learning</strong> <strong>ISSN 2394-9686</strong> <strong>Vol. 9, Issue 6, November 2022 - December 2022</strong> <strong>Page No: 40-47</strong> <strong>Novelty Journals</strong> <strong>Website: www.noveltyjournals.com</strong> <strong>Published Date: 20-December-2022</strong> <strong>DOI: https://doi.org/10.5281/zenodo.7462966</strong> <strong>Paper Download Link (Source)</strong> <strong>https://www.noveltyjournals.com/upload/paper/Task-based%20Language%20Teaching%20Activities-20122022-4.pdf</strong>

When you ask learners why they enrolled in a language class, they typically will give answers like ‘because I need it for my study and work’; ‘because I want to be able to talk with the family of my partner’; ‘because it is my favourite holiday destination and I want to be able to speak to the people’ or ‘because I really like the language’. In all the years, I have worked as a language teacher myself, I have never met a student who answered: ‘I really wanted to learn past progressive’ or ‘I need to become better at phrasal verbs’. Sometimes, a student might wish to have ‘more vocabulary and better grammar’ as they feel they cannot express their intentions well enough for smooth communication. Still, irrespective of whether they are intrinsically motivated to learn the language or take a more instrumental view as they need it for educational or professional reasons, language learners across the globe usually learn a language because they want or should be able to do something with the language in interaction with people that also use that language to communicate. Inherently, second language (L2) learning is to a large extent socially driven: we want to become a member of the community of speakers that use the target language (Atkinson, 2010). These voices stand in contrast to what we still see in a lot of language teaching material and course books, that adhere to a structurefocussed PPP tradition: isolated structures are being presented and explained – followed by exercises to practice them – followed by communicative activities where students can demonstrate that they can perform in the language using the target structure. In the early 1980s, Task-Based Language Teaching (TBLT) emerged as a functionally oriented alternative to the PPP tradition (van den Branden, Bygate &amp; Norris, 2009). In this short essay, I will present the main concepts and ideas that underly task-based language pedagogy.

The textbook is the main teaching tool in Portuguese language classes. The present study seeks to describe and to analyze reading and the text comprehension exercises of two textbooks, one from the 6th grade and the other from the 9th grade, based on theories Applied Linguistics and Text Linguistics. For this analysis, fourteen narrative texts present in the books were selected and analyzed as to how the comprehension questionnaires are structured, checking how the words used to ask questions interfere in the skills that are developed or expected for the students in a classroom. The following aspects were highlighted: the importance of complementing more systematic and reflective exercises, the implementation of a more structured sequence of the exercises, the expansion of oral activities in the classroom, and also the importance of teaching linguistic elements for the promotion of understanding based on language and its use.

The aim of this study is to determine the attitudes and opinions of pre-service Turkish teachers about blended learning in a course called Turkish as a Foreign Language. As part of the study, various activities based on blended learning were first organized and then implemented by the researchers in the course. Taking a quasi-experimental approach as a model, a 'Single Group Pre-Test-Post Test Pattern' was used. When the opinions of the pre-service teachers in the quasi-experimental application process were evaluated, it was seen that their learning skills improved, they used the time allocated to education more effectively, but in some respects, the outcomes turned out to be more negative (i.e. lack of opportunities to ask questions, cutting corners, free-riding) on students. The pre-service teachers stated that problems shortcomings in technology mostly affected blended learning negatively.

With the growing demand for and use of computer-based language tests (CBLTs) comes the need for clear guidelines to help educators as they attempt to select appropriate tests to assess their students with respect to their second- and foreign-language (L2/FL) teaching-learning goals. The purpose of this article is to provide guidelines to educators who are seeking appropriate CBLTs to assess language proficiency in the classroom. We being with an introduction that includes a brief word about our intended audience, our rationale for creating this set of guidelines, and the development procedure used. We continue with a discussion of some relevant assessment criteria and conclude with a few summary remarks. Finally, we present a 'CBLT Selection and Use: Guidelines Summary Table' composed of questions to ask and an accompanying checklist.

Editor’s Note: Selected, annotated bibliographies of research in the teaching of English appear in the May and December issues of RTE. In general, the items selected for inclusion in each bibliography are drawn from the dissertation abstracts in DAI and from articles or books published from July to December preceding the May issue and from January to June preceding the December issue. Annotations of items from DAI are based on the abstracts; annotations of other items are based on the full texts of those items. We ask readers to call our attention to published research we may have overlooked inadvertently and to notify us of newly published books containing research in the areas coveredb y the bibliographyf or possible inclusion in the review.P lease direct questions or comments to Richard L. Larson, 30 Greenridge Ave., 5-H, White Plains, NY 10605-1237.

Editor’s Note: Selected, annotated bibliographies of research in the teaching of English appear in the May and December issues of RTE. In general, the items selected for inclusion in each bibliography are drawn from the dissertation abstracts in DAI and from articles or books published from July to December preceding the May issue and from January to June preceding the December issue. Annotations of items from DAI are based on the abstracts; annotations of other items are based on the full texts of those items. We ask readers to call our attention to published research we may have overlooked inadvertently and to notify us of newly published books containing research in the areas covered by the bibliography for possible inclusion in the review. Please direct questions or comments to Richard L. Larson, 30 Greenridge Ave., 5-H, White Plains, NY 10605-1237.

Editor’s Note: Selected, annotated bibliographies of research in the teaching of English appear in the May and December issues of RTE. In general the items selected for inclusion in each bibliography are drawn from the dissertation abstracts in DAI and from articles or books published from July to December preceding the May issue and from January to June preceding the December issue. Annotations of items drawn from DAI are based on the abstracts; annotations of other items are based on the full texts of those items. We ask readers to call our attention to published research we may have overlooked inadvertently or to notify us of newly published books containing research in the areas coveredb y the bibliographyf or possible inclusion in the review. Please send questions or comments to Richard L. Larson, 30 Greenridge Ave., 5-H, White Plains, NY 10605-1237.

Editor’s Note: Selected, annotated bibliographies of research in the teaching of English appear in the May and December issues of RTE. In general, the items selected for inclusion in each bibliography are drawn from the dissertation abstracts in DAI and from articles or books published from July to December preceding the May issue and from January to June preceding the December issue. Annotations of items from DAI are based on the abstracts; annotations of other items are based on the full texts of those items. We ask readers to call our attention to published research we may have overlooked inadvertently or to notify us of newly published books containing research in the areas covered by the bibliography for possible inclusion in the review. Please direct questions or comments to Richard L. Larson, 30 Greenridge Ave., 5-H, White Plains, NY 10605-1237.

This paper centers around the ideas of developing students' media literacy through integrating Japanese language learning and multimedia form. This media is utilized to facilitate Japanese irregular verbs (Doushi) learning on the basis of morphological changes. One of Japanese verb forms which is employed frequently are words which have suffix -te, for they are use ask, order and allow interlocutors to do something (-te kudasai); to show present activities (-te imasu), to give permission (-temo ii desu); and to show prohibitions (-tewa ikemasen). Preliminary study elucidated that students found these Doushiare problematic and complex; thus, additional learning media to learn autonomously is inevitable for students to practice outside the classroom tasks. Researchers attempt to achieve this by developing appropriate teaching media by using Macromedia Flas8 software based on ADDIE model research and design steps, including Analysis, Design, Development and Implementation, Evaluation. The media is called Kumori, which provides interactive and meaningful media for student self-directed learning. The findings shows that Kumorias the instructional media in learning Japanese vocabulary which follows steps of the ADDIE model in order to produce an effective and efficient instructional tool for language learning, can give positive impact to students’ academic achievement. Therefore, adopting an appropriate instructional model must because it is a systematic process in developing proper instructional materials for an effective education and training program. Further, Kumorialso expected to able to contribute and implicated in Japanese language teaching and learning.

This book offers a deep dive into sex education pedagogy in the Australian context, taking a close look at the language used to teach the key topics of consent and respect. It examines questions students ask, how teachers accommodate different beliefs in their classrooms, and how students learn about more values-based topics including consent, respectful relationships, and gender and sexuality diversity. It also considers what teaching and assessment looks like over the course of a school term and what makes a ‘successful’ student. In short it answers the question – how is sex education actually taught? The Language of Sex Educationprovides the first book-length treatment of the language of sex education, offering a detailed account of pedagogy from the perspective of Systemic Functional Linguistics. The study is situated in the Australian context, though has broader relevance to places such as New Zealand, North America, and the United Kingdom whose sex education is historically and culturally comparable to that of Australia. The book provides descriptions of the key topics of consent and respect, illustrating how teachers impart technical knowledge and how they support students to adopt and challenge the nuanced values needed when engaging with sex education. It does this through new descriptions of key linguistic resources of technicality and iconization that synthesize the central knowledge and values of the field. Through these descriptions and analyses, this book not only provides a detailed account of sex education pedagogy, but also offers new insights into the role of language in building fields and building communities.

Language Learning in Children Who Are Deaf and Hard of Hearing: Theory to Classroom Practice is the long-awaited revision of the only textbook on primary language instruction written with classroom teachers of deaf and hard-of-hearing children in mind. It builds on the work of the previous version while providing access to the entire first version on a supplemental website. An important feature of this book is that it describes four real teachers and demonstrates the application of the concepts discussed with the children on their caseloads. Up-to-date chapters on theory of language learning, assessment, and evidence-based practice replace removed chapters. Chapters on English and American Sign Language structure and on the three major approaches (listening and spoken language, bilingual-bimodal instruction, and American Sign Language instruction) are updated. The chapters on teaching vocabulary and morphosyntax, how to ask and answer questions, and writing language objectives for individualized education plans are expanded. Specific examples of real cases are incorporated throughout the book. Finally, after a theoretical base of information on language instruction, many of the chapters provide language teachers with specific examples of how to answer the question: “What should I do on Monday?” The author avoids promoting one or another philosophy, presenting all and demonstrating the commonalities across classroom language instruction approaches for deaf and hard-of-hearing children.

With the ongoing French as a second language (FSL) teacher shortage crisis driving multi-million-dollar expenditures from governments, professional associations, and school boards, little attention has turned towards identifying systemic issues, rooted in racial ideologies, which may be impacting FSL teachers' desire to stay (or even enter) into the profession. In this chapter, using visual narratives and arts-based research methods, the authors applied LangCrit and raciolingusitics to examine future FSL teachers' discourses about French as a language/culture and learning French and teaching French. The data collected over a year, showcasing three participants, reveal the vastly different positionalities entrenched in complex interactions with language standard ideologies, native-speakerism, colonialism and racism. The authors ask, then, how stakeholders and teacher education programs might account for these differing lived realities when it comes to recruiting and preparing future FSL teachers for long-term success in the profession.

Rapid globalization processes, formation and development of innovation-oriented economy, Ukraine’s integration into the global financial and economic space, which lead to intensification of cooperation with foreign partners, are reflected in all areas of activity and cause new demands for the competence of future professionals, and foreign language communicative competence holds a substantial position. To implement these tasks, the main strategy for the development of the higher education system is the adaptation of curricula to the international level, inclusion of international aspects at all levels of educational and research activities of higher education institutions. Pedagogical technologies are active teaching methods based on the interaction of the teacher with students. When conducting classes with the use of pedagogical technologies, the teacher acts as an organizer, and his main task is to direct the process of information exchange between the students, namely, consolidation of previously learned material, identifying different points of view, increasing student’s activity, combining theoretical knowledge and practical skills. When teaching a foreign language in the non-linguistic higher education institution, pedagogical technologies are distributed according to the type of organization and management of cognitive activity, namely: structural and logical, integrative, game-based, computer-based, dialogue-based, and – training ones. Organization of the educational process with the use of pedagogical technologies allows students to get more professionally oriented information, allows them to ask questions with their subsequent solution. When learning a foreign language in a non-linguistic higher education institution, pedagogical technologies targeted at the development of intercultural foreign language communication of students are used, namely: structural and logical (work in small groups, aquarium); integrative (cluster, cinquain); game-based (Brownian motion, sparring partnership, puzzle); dialogue-based (large circle, carousel); training (decision tree, brainstorming, case method, project method). Harmonious formation of personal and professional self-esteem is an important condition for achieving professional competence of the future specialist. The main objectives of pedagogical technologies in foreign language learning are as follows: social (ability to cooperate, ability to solve problems in different professional situations, mutual understanding skills, active participation, social and professional values and skills, communication skills, mobility, ability to identify personal roles in a professional team), motivational (ability to learn, ingenuity, skills to adapt and be mobile, ability to succeed in professional activities, desire to improve professional level, interests and intrinsic motivation, personal practical abilities, ability to make individual choices and set personal goals), functional (linguistic competence, professional and scientific competence, ability to operate knowledge in professional activities and self-study, ability to use sources of information for the personal development). Mastering a foreign language by the students is the basis for many special disciplines in a non-linguistic higher education institution. Practical skills of foreign language communication cannot exist separately from theoretical knowledge, and this contradiction helps to solve the use of pedagogical technologies, the main of which are practice-oriented teaching methods. Practice-oriented teaching methods help to engage students in professional activities without being excluded from classes. The essence of practice-oriented learning involves organization of the educational process on the basis of the harmony of operational and activitybased components; assimilation of new information and acquisition of skills of practical experience and use of theoretical knowledge when solving vital tasks; awareness of the importance and significance of learning. A practiceoriented learning should be based on practical approach. The purpose of the practical approach is to develop students’ ability to act, and the means of learning for the students should be knowledge that are currently required in various fields of social and professional practice, forming an understanding of where and under what circumstances this knowledge may be useful.

Teacher-student interaction has been a concept that has been researched on for some years now. However, there seem to be paucity of researches that look at the dominative and integrative behaviour of teachers in the classroom. This study therefore was a survey work carried out to assess the integrative and dominative behaviour of Yoruba language teachers in senior Secondary Schools in Oyo State. To attain the objectives of this study, thirty schools were randomly selected from a senatorial district in Oyo State. The Yoruba language teachers of these schools were observed while they taught in the classroom. Three research questions were raised and answered. Data gathered were analyzed using descriptive statistics (frequency, percentage, mean, standard deviation and independent samples t-test). Findings revealed that teachers were generally dominative in their teaching approach in the classroom as most classes were characterized by monologue. Lectures dominated majority of the classes observed. Also, there was no significant statistical difference in the pattern of teacherstudent interaction between private and public school Yoruba language teachers observed. School type did not significantly predict whether a Yoruba language teacher would be dominative or integrative in his or her method of teaching. However, private school Yoruba language teachers had a greater Integrative-Dominative ratio as they encouraged more student-talk in their classrooms. Based on the findings, it was recommended that Yoruba language teachers should try as much as possible to use other teachings methods aside monologue, they should encourage students to ask questions, they should exercise full control over their classrooms and reduce the amount of noise and confusion in their classes. Educational planners and administrators should avail Yoruba language teachers the opportunities of attending seminars, workshops and trainings to keep them abreast with effective methods of teaching. Also, the use of ICT in teaching Yoruba language should be encouraged and teachers who have degrees in the field should be employed and well remunerated. keywords: Assessment, Dominative and Integrative Behaviour, Yoruba Language, Teachers, Senior Secondary Schools

Good communication, correct use of scientific language, clarity of explanations and instructions are all important in an effective teaching/learning process. During frontal or group activity pupils have the opportunity to clarify with the teacher or with their peers the questions arisen from lack of clarity in communication. But as educational software is usually studied individually by each pupil, in this case it is more important that all the texts in these programs are clear and correct, as pupils many times don't have the opportunity to ask questions in case they don't understand something. The main goal of this research is to study the correctness of the language, the use of the scientific language and clarity of explanations and instructions in electronic lessons made by pre-service teachers. The research was carried out during Computer Assisted Learning (CAL) classes for students with Special Pedagogy and Psychology specialization. These students studied Pedagogy before this course and they have already planned and carried out lessons during their pedagogical practice. In CAL course students have been asked to choose a school discipline and a topic from this discipline's curriculum, and then develop a short electronic lesson for the chosen topic. The electronic lessons made by them were then analyzed based on a criteria system developed by the researchers. These criteria are focusing on the correctness of the language, the systematic use of the scientific language, the clearness of the explanations and task formulation, the comprehension processes which are evaluated with the questions. The results show that students make spelling and grammatical mistakes, but they are more careful with the scientific language; half of the questions evaluating only how pupils retrieve explicitly stated information; and there is a correlation between students correct language use and which process of comprehension they evaluate with the questions.

In the dynamic field of programming education, integrating artificial intelligence (AI) tools has started to play a significant role in enhancing learning experiences. This paper presents a case study conducted during a foundational programming course for first-year students in higher education, where students were encouraged to utilize generative artificial intelligence programming copilot extensions in their programming IDE and browser-based generative AI tools as supportive AI tools. The primary objective was to observe the impact of AI on the learning curve and the overall educational experience.Key findings suggest that the introduction of AI tools significantly altered the learning experience for students. Many who initially struggled with grasping elementary programming concepts found that AI support made understanding basic programming concepts much easier, enhancing their confidence and skills. This was particularly evident in the reduced levels of anxiety typically associated with early programming learning, as the AI copilot provided a non-judgmental, always-available source for clarifying doubts, including queries that students might hesitate to ask in a traditional classroom setting.Notably, some students leveraged the AI to generate similar exercise problems, reinforcing their understanding and skills. The AI's capability to address basic queries also freed up the instructor's time, allowing for more personalized student guidance in more advanced problems. This shift in the instructional dynamic further contributed to a learning environment where students felt more comfortable engaging with complex topics, thereby reducing the psychological barriers often linked with early-stage programming education.The course's structure, enriched by AI, enabled students to delve into more complex programming constructs earlier than traditional curricula would allow. For instance, students were tasked with simulating basic e-commerce operations, such as user registration, product browsing, and cart functionalities. These practical challenges naturally introduced advanced concepts like external data storage, unit testing, and user interface design, which are typically reserved for more advanced courses. With the help of generative AI programming copilot tools, students at any programming skill level were able to develop nearly functional complex structures. Interestingly, even when their projects were not fully functional, students remained motivated. Instead of feeling discouraged by these imperfect outcomes, they showed resilience and a keen interest in understanding and improving their code. This reaction is a significant shift from traditional learning settings, where unfinished or flawed projects often lead to increased anxiety or a drop in motivation.Furthermore, the AI's proactive suggestions inspired students to explore beyond the curriculum. Advanced learners delved into databases, cryptography libraries in Python, and even more advanced user interface design, ensuring that they remained engaged and challenged. This elementary course, enhanced by generative AI tools, also inspired students to learn other programming languages since they now learned that individual learning is more available with the aid of generative AI.In conclusion, the integration of AI in programming education offers a promising avenue for enhancing both the learning experience and outcomes. This case study underscores the potential of AI to revolutionize traditional teaching methodologies, fostering a more dynamic, responsive, and inclusive learning environment.This paper handles the results, possibilities and challenges of AI empowered education in programming. It also gives practical examples as well as future research perspectives.