Relevant bibliographies by topics / Task-based syllabus design

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  2. Dissertations / Theses
  3. Book chapters

Academic literature on the topic 'Task-based syllabus design'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

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Journal articles on the topic "Task-based syllabus design"

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Long, Michael H., and Graham Crookes. "Three Approaches to Task-Based Syllabus Design." TESOL Quarterly 26, no. 1 (1992): 27. http://dx.doi.org/10.2307/3587368.

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Sundari, Hanna, Rina Husnaini Febriyanti, and Gustaman Saragih. "Designing Task-Based Syllabus For Writing Class." SHS Web of Conferences 42 (2018): 00019. http://dx.doi.org/10.1051/shsconf/20184200019.

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Writing is viewed as the most complex skill to learn and to teach. Beside learner factors, teacher, materials and syllabus may also affect the process of learning language as foreign language. Syllabus, in general, can be defined as a set of what is taught (content) and the way it is taught (procedure. This current research aims to design a task-based syllabus for writing class at university level. This study was conducted by qualitative descriptive design with 92 students and 4 lecturers as respondents. As part of research and development project in one private university in Jakarta, a develo
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Salimi, Asghar, Soghra Dadashpopur, Ali Shafaei, and Hassan Asadollahfam. "Critical Review of Approaches to Foreign Language Syllabus Design: Task-Based Syllabus (A Shortcut)." Procedia - Social and Behavioral Sciences 46 (2012): 828–32. http://dx.doi.org/10.1016/j.sbspro.2012.05.207.

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김용명 and 강문구. "A Design of Task-based Syllabus for Activating English Conversation Class." Journal of Studies in Language 29, no. 3 (2013): 419–42. http://dx.doi.org/10.18627/jslg.29.3.201311.419.

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Khilda Shopia and Ifan Iskandar. "DESIGNING ICT COMPETENCES-INTEGRATED SYLLABUSES OF PRACTICAL KEY TEACHING COMPETENCE FOR ENGLISH LANGUAGE EDUCATION STUDY PROGRAM." IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 5, no. 1 (2019): 56–65. http://dx.doi.org/10.21009/ijlecr.051.06.

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The needs of the ICT competences in education become the consideration in infusing ICT to the process of teaching and learning. This study was conducted to design the ICT competences- integrated syllabuses of Practical Key Teaching Competences for English Language Education Study Program. The analysis of ICT competences used UNESCO ICT Competences Framework, European Profiling Grid and International Society for Technology in Education. The design employed Richey and Klein, Borg and Gall, and Wademan model of DDR which were modified into four steps; need analysis, prototype syllabus design, eva
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Rahimpour, Massoud, and Elham Zakeri. "Learners' Performance in Doing Task with and without Teacher’s Presence." English Language Teaching 4, no. 2 (2011): 66. http://dx.doi.org/10.5539/elt.v4n2p66.

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Recently task-based language teaching has attracted many researchers’, testers’ and syllabus designers’ attention and consequently a lot of studies are carried out in this field. This study was conducted in the task-based realm too. The main purpose of this study was to investigate the effect of teacher’s presence on learners’ performance in doing task with and without teacher presence. The participants of this were forty (40) EFL intermediate male and female English learners who were chosen randomly. The results of statistical analysis of the collected data revealed that teacher’s presence af
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Sundari, Hanna, Ira Miranti, and Agus Sulaeman. "AN ECLECTIC APPROACH IN SYLLABUS DESIGN: A PRELIMINARY STUDY OF ONE-TO-ONE TEACHING INDONESIAN FOR SPEAKERS OF OTHER LANGUAGES." Jurnal Pendidikan Bahasa dan Sastra 20, no. 2 (2021): 197–210. http://dx.doi.org/10.17509/bs_jpbsp.v20i2.33060.

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The industry of BIPA (Indonesian for foreigners) has extensively increased both at home and overseas. As a result, its teaching needs to be well-planned and organized. Supported by the view that no best method for all, eclecticism can be selected as approach to teaching. This paper is purposed to describe the initial stages of syllabus design particularly for one-to-one teaching Indonesian using eclectic approach. Carried out by descriptive research as part of research and development design, non-structured interview, observation, and open-ended questionnaire were as instruments to collect the
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Ismail, Lilliati, and Arshad Abd. Samad. "Effects of Task Complexity Variables on Complexity, Accuracy and Fluency of Second Language Production: A Critical Review." International Journal of Linguistics 9, no. 4 (2017): 94. http://dx.doi.org/10.5296/ijl.v9i4.11609.

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This paper reviews recent research that has manipulated task complexity variables to gauge their effects on L2 learning. This review draws upon Robinson’s Triadic Componential Framework for task design (2001a) which suggests that increases in task complexity levels should be an important consideration when designing and sequencing a task-based language syllabus. Most of the studies discussed support Robinson’s contention that more complex tasks result in greater accuracy and complexity in L2 learners’ language production. This would imply the need to consider task complexity variables in selec
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Nurhidayat, Nurhidayat. "The Syllabus Design of ESP for The Students of Health Analyst." ELS Journal on Interdisciplinary Studies in Humanities 1, no. 4 (2018): 487–95. http://dx.doi.org/10.34050/els-jish.v1i4.5764.

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The research was purpose at finding out the need analysis of English for the Health Analyst students, and also designing the syllabus based on the students need. The research was conducted at Academy Health analyst Muhammadiyah Makassar. This research is descriptive research. Data were analyzed using quantitative and qualitative methods. Information on the needs of students is obtained through the provision of questionnaires and interviews to students, alumni, lecturers and stake holder. The findings based on the data analysis indicate that the students state that they need English for communi
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Zhang, Shenglan. "Learners’ perceptions of a Wiki-enhanced TBLT approach designed and implemented at the syllabus level." Chinese as a Second Language (漢語教學研究—美國中文教師學會學報). The journal of the Chinese Language Teachers Association, USA 54, no. 3 (2019): 221–56. http://dx.doi.org/10.1075/csl.17030.zha.

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Abstract This study examines learners’ perceptions of an approach for improving Chinese-as-a-Foreign-Language learners’ language proficiency, especially their speaking ability. Built upon the Distributed Design Model, a wiki-enhanced, Task-Based Language Teaching (TBLT) approach was designed at the syllabus level, taking into consideration various learning contexts. The approach was implemented and evaluated. Findings show that the overall design of this approach and most of the different components of the pre-task, core-task (interviews with native speakers, wiki-writing, and in-class present
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Dissertations / Theses on the topic "Task-based syllabus design"

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Du, Plessis Madele. "Complexity in second language task-based syllabus design for police communication in isiXhosa." Thesis, Stellenbosch : Stellenbosch University, 2011. http://hdl.handle.net/10019.1/17824.

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Thesis (MA)--Stellenbosch University, 2011.<br>ENGLISH ABSTRACT: The purpose of this thesis is to present an isiXhosa task-based syllabus design for police communication. The aim is to provide a theory-based rationale for syllabus design to teach English- and Afrikaans-speaking police officials isiXhosa as a second language in order to communicate with the isiXhosa mother tongue police officials inside the police station (internal), as well as with the isiXhosa speaking community (external). For this purpose, a needs analysis is conducted, i.e. the communication needs and objectives of the pol
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De, Villiers Suzette Uvalde. "A task-based syllabus for English in South African primary schools / Suzette Uvalde de Villiers." Thesis, Potchefstroom University for Christian Higher Education, 1997. http://hdl.handle.net/10394/10128.

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English is the second language of almost 89,9% of all South Africans (Bull, 1990:3). A concern about the low levels of proficiency in English in South African primary schools prompted this study. The majority of pupils (both in schools that use English as medium of instruction and schools that offer English as a subject only), as well as many teachers of English are not proficient in English. The aim of this study is to design a task-based syllabus for English in South African primary schools that will address this problem through its potential to provide extensive support for the teaching and
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Book chapters on the topic "Task-based syllabus design"

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Long, Mike, and Graham Crookes. "Chapter 4. Three approaches to task-based syllabus design." In Task-Based Language Teaching. John Benjamins Publishing Company, 2009. http://dx.doi.org/10.1075/tblt.1.05thr.

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Robinson, Peter. "Chapter 10. Task complexity, cognitive resources, and syllabus design." In Task-Based Language Teaching. John Benjamins Publishing Company, 2009. http://dx.doi.org/10.1075/tblt.1.12tas.

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Lambert, Craig. "Tasks in L2 Syllabus Design." In Referent Similarity and Nominal Syntax in Task-Based Language Teaching. Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-3089-6_4.

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"Task-Based Syllabus Design." In Task-Based Language Teaching. Cambridge University Press, 2019. http://dx.doi.org/10.1017/9781108643689.012.

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"Task-Based Syllabus Design." In Issues in Syllabus Design. Brill | Sense, 2018. http://dx.doi.org/10.1163/9789463511889_011.

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