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Hellström, Rasmus. "Task Based Language Teaching versus Presentation Practice Production : A Comparison of Two Language Teaching Methods". Thesis, Linköpings universitet, Avdelningen för språk och kultur, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-125395.
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Hui, Oi-lin Irene y 許愛蓮. "Teachers' perceptions of task-based language teaching: impact on their teaching approaches". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30203077.
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Burlaka, I. "Task-based language teaching as a trend in foreign language learning approaches". Thesis, Київський національний університет технологій та дизайну, 2018. https://er.knutd.edu.ua/handle/123456789/10505.
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Geng, Xu. "The effects of participatory structure and task type in task-based language teaching". Thesis, University of Sheffield, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.521991.
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Xiang, Chun Ping. "A study on task-based language teaching and learning : tasks and language focus". Thesis, University of Macau, 2010. http://umaclib3.umac.mo/record=b2180749.
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Mak, Ting-fung Martin y 麥庭峰. "A case study : task-based language teaching in a Chinese foreign language context". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209655.
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This project mainly looks at the teachers’ and students’ views on ‘Task-based Language Teaching’ (TBLT) in a context of learning Chinese as a foreign language. This project first discusses the three pedagogical characteristics of TBLT – ‘meaning-focused’, ‘reinforcement’ and ‘flexibility’. It then discusses the limitations of previous literature on how TBLT can motivate students to learn Chinese as a foreign language. To feedback the current curriculum for teachers to carry out TBLT and to enrich the literature in this field, feedback from the users (i.e. teachers and students) was collected through systematic and methodical research methods. At the end of the research, two theoretical frameworks to evaluate TBLT design and how far it can motivate students are constructed in this project.published_or_final_version
Education
Master
Master of Education
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Noroozi, Majeed. "Task-based Language Teaching versus Present, Practice, Produce: Efficacy in Language Learning and Assessment". FIU Digital Commons, 2018. https://digitalcommons.fiu.edu/etd/3874.
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Long (2015) defines Task-based Language Teaching (TBLT) as “an approach to course design, implementation, and evaluation intended to meet the communicative needs of diverse groups of learners” (p. 5). Task-based Language Teaching has been introduced and developed by second language acquisition researchers as well as language educators in response to the teacher dominated and focus-on-formS methods of language teaching in classrooms such as the approach of Present, Practice, Produce (PPP) (Van den Branden, 2006). The present study aimed to build upon the previous literature on the possible differential effects of the PPP approach and TBLT on students’ language learning (e.g., De la Fuente, 2006;; Lai, Zhao, & Wang, 2011; Li, Ellis & Zhu, 2016; Gonzalez-Lloret & Nielson, 2015; Shintani, 2011, 2013) which have examined the differential effects of these two language methodologies on learners’ language learning. The present study aimed to address the methodological drawbacks of the Li et al. (2016) study by including Task-based Language Assessment (TBLA) in its methodology alongside the GJT and the EIT so as to obtain a more comprehensive picture of the comparison of PPP and TBLT.
Thirty-four [e1] participants from three English as a Foreign Language (EFL) classes at the lower intermediate level of proficiency participated in this study, which took place at the Parsian Language Institute located in the city of Ghaemshahr in Iran. The three classes were randomly assigned to three groups of TBLT, PPP, and Control. Learning was measured with the same types of tests as the Li et al. (2016) study, i.e., a GJT and an Elicited imitation test; however, a Task Assessment was added. Participants were administered the pre-assessments, then participated in the TBLT, PPP and Control group treatments, respectively, and finally performed the post-assessments. A Wilcoxon Signed Ranked Test revealed that the performance of TBLT and PPP on the GJT and the EIT significantly improved from pre-assessment to post-assessment, while the Control group did not show any significant improvements on any of the tests. As for the task assessment, results showed that only the TBLT group made significant improvements on their post-assessment, while the PPP and Control group did not statistically improve
[e1]Spell out at the beginning of sentences.
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Al, Muhaimeed Sultan A. "Task-based language teaching vs. traditional way of English language teaching in Saudi intermediate schools| A comparative study". Thesis, Kent State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3618942.
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English language teaching and learning receive considerable attention in Saudi Arabian schools as seen in existing efforts of development. A primary purpose of this study is to participate in these efforts of development through the application of a modern constructivist instructional practice for English language teaching and learning on the intermediate school level. This study, in part, strives to determine whether or not the adoption of Task-Based Language Teaching (TBLT) would be a more effective means of increasing the students' reading comprehension achievement scores when compared to the traditional teaching method of the English language that involves (among other things) prompting and drilling of students. This study also strives to gain issues and insights that accompany the application of TBLT through constant comparison and contrast with those that accompany the traditional teaching method.
This mixed-method study is quasi-experimental that uses a pretest and posttests for collecting quantitative data, and classroom observation and researcher log for collecting qualitative data. The study involved 122 participants divided into treatment and control groups. The treatment group has received ten weeks of English language instruction via the TBLT method while the control group has received ten weeks of English language instruction via the traditional teaching method. The independent variable is the use of TBLT in the classroom and the effect/dependent variable is the students' reading comprehension achievement scores.
A Two-Factor Split Plot analysis with the pretest as the covariate is used for analyzing the quantitative data. Analysis of qualitative data included synthesis, rich, and detailed description for classroom observation and grounded theory for researcher log data. The findings show that teaching via the TBLT method has significantly helped students increase their reading comprehension achievement scores more than that of the traditional teaching method of the English language. The findings also suggest that the TBLT method, as a constructivist practice, is a better way for English language teaching and has involved practices that are desired in a modern educational context when compared to the traditional teaching method of the English language.
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Al, Muhaimeed Sultan A. "Task-Based Language Teaching Vs. Traditional Way of English Language Teaching in Saudi Intermediate Schools: A Comparative Study". Kent State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1383257660.
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Bergh, Petrus Lodewikus. "Complexity in task-based course design for Sepedi in police interviews". Thesis, Stellenbosch : University of Stellenbosch, 2007. http://hdl.handle.net/10019.1/2714.
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Thesis (MA (African Languages))--University of Stellenbosch, 2007.The purpose of this study is to apply existing theories with regard to second language acquisition in a South African context, in order to address specific needs of Sepedi second language learners in the South African Police Service, with specific focus on the Community Service Centre and within the guidelines of the Batho Pele principles. The study presents an overview on Universal Grammar and the roles it played within second language acquisition as well as the principles and parameters it presented for language development. It further analysed the acquisition processes of languages and the roles the learner plays as individual and part of a social interacting group. Form-meaning connections utilised by learners is defined as a fundamental aspect for both first and second language acquisitions are discussed broadly in the study, inclusive of the psycholinguistic consequences as well as other input factors that may influence form-meaning connections. The specific role of language instruction is also reviewed in this study. Specific focus is placed on the roles of implicit and explicit instruction and the effectiveness thereof in second language acquisitioning and noticing. Task-based theories were also evaluated, with the accent on the definition of tasks, task characteristics, task grading and other factors relating to tasks such as procedural factors. The role of tasks was further explored in second language acquisition, inclusive of the variables that need to be addressed. The definition of tasks into focussed and unfocused tasks are also scrutinized against the learner interaction in the acquisition process. The implementation of tasks and the impact thereof on comprehension and language acquisition is also reviewed. Different models of methods to design a focussed task are discussed. The successful acquisition of a second language will also be based on the correct collation of data and the sequencing thereof in such manners to allow learners the opportunity to comprehend it as sufficiently as possible. The study further focuses on the methodology of task-based teaching and the use of communicative tasks in second language acquisition. Finally the interviews between the community and the police officials are then analysed in respect of complexity models, against the cognitive and syntactic complexity for specific purposes as well against the genre-approach to second language teaching. The characterizing of such interviews will allow the defining and grading of tasks to ensure sound development of teaching models for second language learning.
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Geldenhuys, Catharina Maria. "Task-based course design for campus communication in isiXhosa". Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6531.
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Thesis (MA (African languages))--University of Stellenbosch, 2011.ENGLISH ABSTRACT: The central purpose of this study is to investigate the nature and properties of communication tasks employed in generic communication in isiXhosa on a university campus in South Africa within the framework of current second language theories of task-based language learning and teaching, and syllabus design for analysing those tasks, taking into account the needs of second language learners of isiXhosa in the context of campus communication. The study aims to explore questions relating to how meaning-based approaches to language teaching such as Task-based language learning and teaching have contributed to the teaching and learning of a second language in regard to the performance of the learner. One of the main aims of the task-based language learning and teaching (TBL and T) approach is to provide learners with input that are relevant to their everyday life in and outside of the language learning classroom. The aim is to further provide teachers with theorectical principles of teaching in order to influence the second language development and performance of the learner in an optimal manner. Thus the concern of TBL and T is to promote the motivation of the learner, negotiations of meanings among the learners and teacher in the classroom and optimal language development. The performance of the learners are thus positively influenced because they are now in more control of their own learning and the teacher no longer has to be the only provider of information and interaction to the language learning classroom. In order to explore the various possibilities that exist in the designing of tasks for the context of a university campus in regards to learning isiXhosa as a second language or additional language, this study investigates several components of tasks relating to cognitive and linguistic complexity, the effects the manipulation of these components might have on the language learning and elements and components of designing a syllabus, and how they influence the teaching and learning of the second language. Furthermore analyses regarding various complexity properties are conducted on the isiXhosa dialogues in order to determine criteria for syllabus designers on how tasks can be graded and sequenced within a task-based language learning and teaching syllabus for second language learners of isiXhosa.
AFRIKAANSE OPSOMMING: Die sentrale fokus van hierdie studie behels die ondersoek in die natuur en eienskappe van kommunikasietake wat gevind word in generiese kommunikasietake in isiXhosa by ’n universiteit kampus in Suid-Afrika, binne die konteks van hedendaagse tweede taal teorieë van taakgebasseerde taalleer en onderrig sowel as syllabus ontwerp en die analisering van daardie take aan die hand van die behoeftes van tweede taal leerders van isiXhosa in die konteks van kampus kommunikasie. Die studie beoog om vas te stel hoe betekenis-gebaseerde benaderings tot taal onderrig soos byvoorbeeld taakgebaseerde taalleer en onderrig bydra tot die onderrig en leer van ’n tweede taal in verband met die werkverrigtinge en prestasies van die leerder. Die taakgebaseerde benadering tot die leer en onderrig van ’n tweede taal beoog om die leerders toe te rus met relevante en alledaagse temas wat leerders binne en buite die klaskamer ervaar. Verder beoog hierdie benadering om opvoeders toe te rus met die nodige teoretiese beginsels van onderrig sodat tweede taal ontwikkeling sowel as die prestasies en werkverrigtinge van die leerders in ’n optimale en positiewe wyse beinvloed word. Hierdie benadering tot die leer en onderrig van taal is veral gemoeid met die positiewe bevordering van die motivering van die leerder sowel as die interaksies en vrae van betekenis tussen die leerders en die opvoeders binne die omgewing van die klaskamer sodat optimale taal ontwikkeling plaasvind. Die werkverrigtinge en prestasies van die leerder word dus positief beinvloed omdat die leerder in beheer is van sy/haar eie leer en die opvoeder is nie meer die enigste bron van inligting en interaksie in die klakamer nie. Verder ondersoek hierdie studie verskeie komponente van take wat verband hou met kognitiewe en linguisities kompleksiteit, die effek van manipulasie op hierdie komponente met betrekking tot die taalleer en die elemente en komponente van sillabus ontwerp asook hoe hierdie komponente die leer en onderrig van ’n tweede taal beinvloed. Hierdie insigte op die komponente van take skep verskeie moontlikhede vir die ontwikkeling van take in die konteks van ’n universiteit kampus met betrekking tot die leer van isiXhosa as ’n tweede taal of additionele taal. Verder verskaf die studie ook ontledings met betrekking tot die kompleksiteitseienskappe van verskeie isiXhosa dialoeë sodat ’n kriteria vir sillabus ontwerpers geskep word waarvolgens hulle take kan gradueer en in volgorde plaas binne die taakgebaseerde leer en onderrig sillabus vir tweede taal leerders van isiXhosa.
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Amin, Abdulrahman A. "Task-based and grammar-based English language teaching : an experimental study in Saudi Arabia". Thesis, University of Newcastle upon Tyne, 2009. http://hdl.handle.net/10443/3583.
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In recent decades there have been many expressions of dissatisfaction with the traditional method of teaching foreign languages. This method tends to concentrate on grammar and vocabulary and produce students who are strong in this type of knowledge but weak in using the language communicatively. Consequently, attempts have been made to devise teaching methods that give students stronger communication skills and address students' questionnaire feedback. This study examines attempts to prove the efficacy of the communicative approach and, in particular, experiments to prove its superiority to the grammatical approach. Particular attention is paid to Task-Based Learning (TBL) as one of the most promising examples of the communicative teaching approach. The study finds that, although previous comparative studies supply mounting evidence of the value of the newer methods, none provides clear proof of the superiority of one method over the other, because the experiment was poorly designed, the sample was too small or the recorded data deficient. A students' feedback questionnaire carried out as a preliminary study also established clear dissatisfaction with the grammar courses run by the University of Umm al-Qura in Saudi Arabia. Therefore, this study aimed to carry out a thoroughgoing experiment based on the question: do learners who are taught an English course using the TBL method reach a better level of proficiency and oral improvement at the end of the course than their counterparts who are taught with the grammar-based or traditional method? The experiment was conducted over a twelve-week term with second-year science students following a compulsory English for Science course at the University of Umm al-Qura. A total of 283 students took part, divided into eight classes, of which four were taught with the grammar-based learning (GBL) method and four were taught with the TBL method. The students were allocated to classes so that the GBL and TBL groups had a similar standard of English at the start of the experiment. All the teaching was done by the researcher. Four measures were used to answer the research question. Oral tests before and after the experiment measured fluency, the course final examination measured accuracy, recorded classroom observations provided material for analysing the content and conduct of lessons and classroom behaviour, and a course evaluation questionnaire sought to assess students' attitudes. The results clearly show that the TBL method improves the fluency and accuracy of university students more than the GBL method, and that the TBL learners were more active in the lessons, used the target language more and took more responsibility than the GBL learners. The TBL students also enjoyed the course more than their GBL counterparts and were more motivated to continue their English studies.
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Mntuyedwa, Vuyokazi Julia. "Task-based design for lecturer-student communication in teaching Xhosa as a second language". Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/1526.
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Thesis (MA (African Languages))--University of Stellenbosch, 2009.ENGLISH ABSTRACT: This mini-thesis examines the features of a range of communication tasks in Xhosa that characterize lecturer-student conversations in tertiary context as regards problems of some individual students assuming the Task-based Theory of second language learning and teaching. The study is motivated by the need that exists for the development of specific purposes language courses for African languages like Xhosa in South Africa in the light of the constitutional provision for multilingualism and the advancement of the African languages. The introduction of multilingualism and the advancement of the status and use of the African languages are also specified in the National language policy for Higher Education. In order to commence on the kind of research on syllabus design required for quality second language courses for Xhosa within tertiary context the nature of lecturer-student communication relating to the problems of individual students is investigated in this study. The study focuses in particular on the issue of task design, i.e. the features posited by Pica et al (1993) relating to the interactant relationship between the participants, the interactant requirement (one-way or two-way), the communication goal orientation (i.e. convergent or divergent), and the goal outcome option (i.e. one or several outcome options). The analysis of the Xhosa communication tasks is of crucial significance for syllabus design, course design and pedagogic task design for task-based language teaching.
AFRIKAANSE OPSOMMING: Hierdie mini-tesis ondersoek die kenmerke van ‘n verskeidenheid kommunikasietake in isiXhosa wat dosent-student gesprekke in hoër onderwys kenmerk betreffende die probleme wat individuele studente ervaar. Die raamwerk van Taakgebaseerde onderrig en leer-teorie word aanvaar. Die studie is veral gemotiveer deur die behoefte wat bestaan vir die ontwikkeling van spesifieke doeleindes taalkursusse vir Afrikatale soos isiXhosa in Suid-Afrika in die lig van die konstitusionele voorsiening wat gemaak word vir veeltaligheid en die bevordering van die inheemse Afrikatale. Die invoer van veeltaligheid en die bevordering van die status en gebruik van die Afrikatale word ook gespesifiseer in die Nasionale Taalbeleid vir Hoër Onderwys. Ten einde te begin met die tipe van sillabusontwerp vir gehalte tweedetaal-onderrig kursusse vir Xhosa binne tersiêre konteks, word die aard van dosent-student kommunikasie buite die klas, betreffende die probleme van individuele studente ondersoek in hierdie studie. Die studie fokus in die besonder op die vraagstuk van taak-ontwerp, dit is, kenmerke voorgestel deur Pica et al (1993) betreffende die deelnemers, die interakteerder-vereistes (een-rigting of twee-rigting), die kommunikasiedoel oriëntasie (d.i. konvergent of divergent), en die doel-uitkoms (een of verskeie uitkomste). Die analise van die Xhosa kommunikasietake is van sentrale belang vir sillabus-ontwerp, kursus-ontwerp en pedagogiese taak-ontwerp vir taakgebaseerde taalonderrig.
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Huang, Shu-ling y 黃淑玲. "Exploring the impact of different task-based language teaching scaffolding approaches in Wikispaces collaborative writing". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hdl.handle.net/10722/209556.
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Task-based Language Teaching is the process of experiential learning. Learners’ active involvement is central to this approach, i.e. Learning by Doing (Nunan, 2004).
Technology is able to provide individual remedial/tutorial assistance, allow differentiation, offer enriched content, enhance motivation and encourage involvement (Branden, 2006). With technology, students can enjoy more self-learning chances for improving language skills. The implementation of Task-based Language Teaching and Technology Infusion approaches will more effectively deliver second/foreign language lessons.
Technology brings affordances to TBLT, but also brings over challenges as well. Research studies on wiki-based collaborative writings have reported problems like students lacking relevant skills and failing to focus on form, which suggests the importance of adding scaffolding strategies.
This dissertation will examine and compare the effect of scaffolding approaches for Taskbased Language Teaching procedures in Wikispaces Collaborative Writing. Both treatment and control group students are given pre-task, three wiki-collaborative writing tasks and post task.
The researcher will concentrate on the study of how does Technology enhance the Taskbased Language Teaching (TBLT)? How to best implement both Task-based Language Teaching (TBLT) and Technology Integration/Infusion with different scaffolding approach, in order to motivate students’ learning interest, enhance “Second Language Acquisition” (SLA), and improve collaborative writing strategies/ skills.
Furthermore, whether the scaffolding approaches will contribute to positive difference on learners’ fluency, accuracy and complexity by means of these collaborative writing tasks will be also examined.published_or_final_version
Education
Master
Master of Education
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Tong, Siu-yin Annie y 湯小燕. "Task-based learning in English language in Hong Kong secondaryschools". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B45015041.
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Bogachenko, Tetiana. "Contextualizing educational innovation: Task-based language teaching and post-soviet schools in Ukraine". Thesis, Curtin University, 2016. http://hdl.handle.net/20.500.11937/2063.
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This qualitative study explores foreign language teaching in post-Soviet schools in Ukraine to provide insights into whether and how task-based approach (TBLT) can be contextualized to become an appropriate innovation in this setting. Based on policies, practices, and teacher perceptions, a description of the local FLT context was provided and the potential benefits and challenges of TBLT in this particular setting were identified. These have implications for the local pedagogy, innovation management, and TBLT implementation.
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Smitsdorff, Lynelle. "Complexity in adult task-based language teaching for specific purposes supporting doctor patient conversation in Xhosa". Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/2600.
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Thesis (MA (African Languages))--Stellenbosch University, 2008.The purpose of this study is to apply relevant and up-to-date theories concerning language learning and acquisition to the specific needs of second-language learners of isiXhosa in the field of health sciences through microanalysis of doctor-patient dialogues in isiXhosa. This study explores a task-based approach to language learning and teaching that differs from traditionally applied methods. In this approach, the performance of a task is regarded as the key feature in the language-learning process. This is in accordance with the central aim of the task-based approach to language learning and teaching, which is to transform the prescribed roles of teachers and learners in the classroom context so that learners move from being passive observers to being actively involved in their own learning processes, and teachers become facilitators and not presenters of the language.In an endeavour to exploit the possibilities of tasks in the teaching and learning of isiXhosa for health sciences needs, this study investigates the various components that comprise a task as well as the possible effects that these components may have on language learning and use. The results of the study could then provide teachers of second-language courses with specific notions and strategies, which, when successfully applied, could ensure optimal language learning and acquisition for language learners. To expand the study, an analysis is conducted regarding the presence and nature of cognitive complexity and syntactic complexity in authentic doctor-patient dialogues in isiXhosa. The classification of these conversations will serve to inform the manner in which tasks could be sequenced in a task-based language teaching course for second-language learners.
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Steenkamp, Andries Willem. "Focus on form in a framework for task-based Xhosa instruction in a specific purposes multimedia curriculum". Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/1247.
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Thesis (DLitt (African Languages))--University of Stellenbosch, 2009.This study explores how focus on form can be included by means of computer within a task-based approach to the teaching of as specific purposes isiXhosa course for student teachers ...
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Andon, Nicholas John. "What roles do theory and research play in language teaching? : a case study on the task-based approach in language teaching". Thesis, King's College London (University of London), 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.561276.
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Task-Based Language Teaching has been the subject of a considerable amount of research and writing over the last 25 years and in more recent years has been considered to be one of the current orthodoxies in the field of English Language Teaching in particular. However, in what is sometimes called the "post methods era" in second/foreign language teaching, teachers are less likely to base their practices on any single approach or method. Task-based language teaching as an approach to English language teaching and learning is explored in this thesis in the form of a case study in order to examine the ways that language teachers make use of theory and research presented to them in the professional literature and on training courses. The literature on teacher cognition, expertise and professional knowledge is reviewed. In addition, an account of models and processes of teacher learning, teacher change, and the relationship between research, theory and practice in second/foreign language teaching is developed to provide a backdrop for the empirical investigation. A qualitative research approach was used to gather and analyse observation and interview data. An intensive case study of four teachers was carried out in order to examine the knowledge, beliefs, attitudes and practices of mid-career teachers of English as a foreign language to adults. These are then related to the literature on the task-based approach to language teaching. Findings include the fact that teachers have only indirect access to researchers' and theorists' discussions on the task-based approach and on SLA more generally, and may not be aware of the principles underlying language teaching approaches. Furthermore, teachers draw selectively on aspects of different approaches and combine these with aspects of other approaches. The nature of the relationship between research, theory and practice which is revealed has implications for teacher development, teacher education and the ways in which theory and researchi s disseminatedto languaget eaching professionals.
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Costa, Andrea Volante. "O lúdico na sala de aula de língua portuguesa no fundamental II". Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-05082008-141909/.
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Este trabalho tem por objetivo a reflexão sobre uma alternativa de ensino e aprendizagem de Língua Portuguesa no Fundamental II cujo foco esteja no desenvolvimento efetivo das habilidades de leitura, oralidade e escrita por meio de atividades lúdicas. Para tanto, pautou-se pela experiência bem sucedida com esse tipo de recurso no ensino e aprendizagem de Língua Inglesa, notadamente em cursos de idiomas, cuja orientação metodológica é a Abordagem Comunicativa, e, em especial, o Task-based Language Teaching. O conceito de jogo aqui empregado provém das obras de Huizinga (2004), Wittgenstein (1975) e Brougère (1995, 1999), enquanto a relação entre jogo e Educação foi discutida tendo em vista as considerações de Kishimoto (1992, 1994, 1998, 2001, 2007), Brougère (1995, 1999) e Macedo, Petty e Passos (2005), e entre jogo e língua estrangeira, por Crookall e Oxford (1990) e Bullards (1990). Discutiu-se as abordagens e metodologias mais difundidas no Brasil (FERRO, 1998; RODRIGUES, 2005; BERGO E GOMES, 1985) com a finalidade de se contextualizar a utilização do jogo no Task-based Language Teaching (ELLIS, 2003). A análise do que se compreende como tarefa central do ensino e aprendizagem de Língua Portuguesa privilegiou quatro pontos de vista distintos: o da tradição escolar, dos resultados das avaliações do ensino Fundamental, da perspectiva oficial (PCN) e dos estudos lingüísticos voltados à Educação. Partindo desse referencial teórico, realizou-se em duas etapas uma pesquisa de cunho etnográfico. A Primeira Entrada em Campo consistiu na observação de aulas de Língua Portuguesa e de Língua Inglesa extracurricular em um colégio particular em São Paulo. Objetivou-se verificar como tem sido a prática efetiva nessas disciplinas com relação ao uso de jogos em sala de aula, concluindo-se que 60% do tempo das aulas observadas de Língua Inglesa foram ocupados por atividades lúdicas, enquanto, a rigor, nenhuma atividade desse caráter ocorreu na de Língua Portuguesa. Na Segunda Entrada em Campo realizou-se um minicurso de leitura, oralidade e escrita, ministrado pela pesquisadora a alunos da rede pública de ensino, no qual verificou-se as possibilidades reais de sucesso de uma metodologia de Língua Portuguesa cuja prática considerasse as atividades lúdicas como uma alternativa ao excesso de atividades metalingüísticas revelados por estudos de Neves (2003) e Semeghini- Siqueira (1998, 2006a). O referencial metodológico para a elaboração das aulas do minicurso pautou-se pelos conceitos de Avaliação Diagnóstica e Formativa (SEMEGHINI-SIQUEIRA, 1997, 2002) e Seqüência Didática (SCHNEUWLY; DOLZ; NOVERRAZ, 2007) como forma de estruturação para atividades lingüísticas e epilingüísticas (SEMGHINI-SIQUEIRA, 1977, 1997, 2001, 2005, 2006b, 2006c; FRANCHI, 1991; GERALDI, 1985, 1991, 2002; TRAVAGLIA, 1996; POSSENTI, 1996), organizadas em torno do gênero textual entrevista. A inserção de atividades lúdicas que privilegiaram diversas habilidades e diferentes formas de abordagem da língua resultou em um aprendizado mais significativo e eficiente do que aquele observado em aulas de Língua Portuguesa cujas atividades restringem-se apenas às metalingüísticas.This dissertation aims at reflecting upon an alternative to Portuguese learning and teaching in Middle school1 in which the focus is the development of the proficiency in reading, writing and speaking by means of game-like activities. Therefore, it bears resemblance to the highly successful experience conducted by English courses in line with the Communicative Approach, specially, those of Task-based Language Teaching orientation. The concept of game hereafter presented comes from the works of Huizinga (2004), Wittgenstein (1975) and Brougère (1995, 1999), meanwhile the relationship between games and education relies upon the considerations of Kishimoto (1992, 1994, 1998, 2001, 2007), Brougère (1995, 1999) and Macedo, Petty e Passos (2005); as for games and second language learning and teaching, by Crookall and Oxford (1990) and Bullards (1990). Approaches and methodologies with a greater importance in the Brazilian context (FERRO, 1998; RODRIGUES, 2005; BERGO E GOMES, 1985) were discussed in order to provide background information on the usage of games in Task-based Language Teaching (ELLIS, 2003). Four points of view were privileged to the analysis of the main reasons for learning and teaching Portuguese: the schooling tradition, the results of the evaluation conducted to measure the performance of the students enrolled on the Middle school, the official perspective (PCN) and the linguistic studies related to Education. Having this theoretical scope in mind, two different pieces of ethnographic research were conducted. The first one consisted of the observation of both Portuguese and English (extracurricular) classes at a private school in São Paulo, so that it would be possible to verify whether their delivery has really been taking into consideration the use of games or not. It was reached the conclusion that 60% of the time spent in the English classes observed were on game activities. On the other hand, none activity was observed during the Portuguese class. In the SECOND FIELD STUDY, there was a mini-course of reading, writing and speaking, taught by the researcher, in which students from a public school in São Paulo participated in. Its main objective was to access the real possibilities of success in teaching Portuguese by making use of game activities instead of the metalinguistic ones, pointed as the major resource for Portuguese classes by Neves (2003) and Semeghini-Siqueira (1998, 2006a). The methodological reference for the mini-course is based upon the concepts of \"Avaliação Diagnóstica e Formativa\" (SEMEGHINI-SIQUEIRA, 1997, 2002) and \"Seqüência Didática\" (SCHNEUWLY; DOLZ; NOVERRAZ, 2007) as a means of structuring the linguistic and epilinguistic activities (SEMGHINI-SIQUEIRA, 1977, 1997, 2001, 2005, 2006b, 2006c; FRANCHI, 1991; GERALDI, 1985, 1991, 2002; TRAVAGLIA, 1996; POSSENTI, 1996) around the interview genre. As a result, the game activities carried out in the Portuguese classes held by the mini-course proved to be very effective, therefore the learning was enriched by the variety of approaches as well as the range of skills involved in performing the tasks.
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Ariatna. "Mentoring a teacher’s innovation with task-based language teaching in an Indonesian secondary school". Thesis, Curtin University, 2022. http://hdl.handle.net/20.500.11937/88904.
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A teacher-educator assisted a teacher with no prior experience of task-based language teaching. Focusing on how the teacher implemented TBLT over a 12-week period, I document changes in the teacher’s use of the L1, questions, and focus-on-form and draw lessons for how educators can assist teachers with innovating with TBLT.
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Markina, Elena. "Comparing Focus on Forms and Task-Based Language Teaching in the Acquisition of Russian as a Foreign Language". Doctoral thesis, Universitat de Barcelona, 2019. http://hdl.handle.net/10803/666176.
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The present study explores the impact that task-supported language teaching (TSLT) and task- based language teaching (TBLT) have on the acquisition of case forms and verbs of motion in Russian and on learners’ written and oral production. From a methodological point of view, the study follows a pre-test – immediate post-test – delayed post-test design. Data have been obtained from first and second year students of the University of Barcelona (n=54) with a low level of proficiency in Russian. Each learner was assigned to a task-supported (TS) or task-based (TB) group and received 14 hours of corresponding treatment. The TSLT treatment for the first year students focused on the use of prepositions and case forms, and the treatment for the second year students involved the Russian verbs of motion with and without prefixes. For the TBLT treatment, the acquisition of the same linguistic items was analysed. These items were present in the tasks designed for the experiment. Data were obtained by means of three grammar tests (fill in the blanks, multiple choice and grammaticality judgment tests), a written task which required learners to write a letter / an email to a friend and two oral tasks (room description and map task). Measures include the target-like use of prepositions, case forms and verbs of motion in the grammar tests and in oral and written production, the number of errors per words for general accuracy, the number of clauses per T-unit and the mean length of clause for syntactic complexity, Guiraud’s Index of lexical richness for lexical complexity, and speech rate for oral fluency. Statistical tests related to the use of prepositions and case forms show that both approaches provided positive results in the immediate post-test, however, neither task-supported nor task-based treatment led to a significant improvement in the long-term perspective. On the other hand, participants in both groups demonstrated a significant improvement in the target-like use of verbs of motion produced in their oral and written performance and used in their grammar tests. In written production, learners’ syntactic complexity measured by means of clauses per T- unit and lexical complexity significantly increased after the treatment, whereas phrasal complexity (mean length of clause) did not change over time. Written accuracy significantly improved in both groups immediately after the treatment. However, learners in the TB group maintained this improvement three months after the treatment, whereas the accuracy of learners in the TS group decreased to the level they had before the treatment. In oral production, learners in both groups significantly improved their general accuracy in the performance of the map task. Lexical complexity and fluency improved in both oral tasks. As for syntactic complexity, no changes were found in any of the tasks. The comparison of the effects that the two types of treatment have had on different aspects of learners’ production reveals that participants in the TS and the TB groups have not significantly differed on accuracy, syntactic complexity and fluency of their oral and written performance. Task-supported and task-based treatments also had a similar effect on accuracy in the use of Russian prepositions and case forms. However, learners in the TB group have showed significantly better results than learners in the TS group as far as lexical complexity and the target-like use of verbs of motion are concerned.El presente estudio explora el impacto en la adquisición del ruso como lengua extranjera de TSLT (Task-supported language teaching) y TBLT (Task-based language teaching). El objeto de análisis es la adquisición de los casos y de los verbos de movimiento en la producción oral y escrita en los parámetros de la complejidad, corrección y fluidez. El estudio experimental sigue el diseño de pre-test ‒ post-test inmediato ‒ post-test diferido. Los datos han sido obtenidos a partir del trabajo con estudiantes de primer y segundo curso de la Universidad de Barcelona (n=54) con un nivel elemental de competencia en lengua rusa. Dos grupos de estudiantes han trabajado con la metodología TSLT y otros dos con TBLT. Cada uno de los 4 grupos ha recibido 14 horas de formación. Los datos analizados se han obtenido a partir de tests gramaticales (espacios en blanco, selección múltiple y tests de gramaticalidad), una tarea escrita consistente en escribir una carta a un amigo, y dos tareas orales (la descripción de una habitación y una Map task). El análisis estadístico de la adquisición de las preposiciones y las formas declinadas muestra que tanto con TSLT como TBLT se consiguen resultados satisfactorios en el post-test inmediato, pero no en el post-test diferido. En cambio, independientemente del tipo de instrucción, los participantes sí han demostrado progresos significativos en su competencia de los verbos de movimiento. En la producción escrita, la complejidad sintáctica medida en proposiciones por T-unit y la complejidad léxica aumentan significativamente después de la instrucción. La corrección mejora significativamente en ambos grupos en el post-test inmediato y en el post-test diferido del grupo TBLT. En la producción oral, los estudiantes de ambos grupos mejoran su corrección en la tarea Map task, la complejidad léxica y fluidez en ambas tareas orales, pero no consiguen progresos significativos en lo que respecta a la complejidad sintáctica en ninguna de las dos tareas. La comparación de los dos tipos de instrucción muestra que los estudiantes de los grupos TBLT consiguen mejores resultados que los de TSLT en lo que se refiere a complejidad léxica y verbos de movimiento.
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Meas, Sopheak. "Investigating the feasibility of adopting task-based language teachingin a university setting in Cambodia". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B50176985.
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As Carless (2007) and Johnson (2001) have pointed out, task-based language teaching (TBLT) has been a subject of immense interest within contemporary English language teaching. However, little is known about TBLT in the context of English as a foreign language such as Cambodia. Recognizing this gap, this study was initiated in order to investigate the feasibility of adopting TBLT in a university setting in Cambodia. The research method for this study involved semi-structured interviews with six university lecturers and a questionnaire survey with 143 third-year students at that same university. It also analyzed the current textbook and some supplementary teaching materials the six teachers used. The study found that a genuine task-based approach was not viable in this particular context due to several such constraints as students’ demands for direct grammar instruction; teachers’ insufficient knowledge of TBLT; teachers’ overriding use of an analytical P-P-P approach; the nature of the textbook; norm-referenced, knowledge-based examinations; etc. Rather, the findings suggested that task-supported language teaching might be more likely to be feasible in this setting. Based on these findings, pedagogic implications and the future research are discussed in the Cambodian context.published_or_final_version
Education
Master
Master of Education
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Mazwi, Ntombomzi Rose-May. "Complexity accuracy and fluency in task-based instruction for Xhosa second language at tertiary level". Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/51660.
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Thesis (MA)--Stellenbosch University, 2000.Full text to be digitised and attached to bibliographic record.
ENGLISH ABSTRACT: This study explores a framework for the implementation of task-based instruction for Xhosa second language at tertiary level. Central to the task-based approach to second language learning are the goals of complexity, accuracy and fluency as outcomes. The principles of task-based instruction to syllabus design are examined as this approach to syllabus design is believed to provide an effective base for successful second language acquisition. Theoretical assumptions as propounded by vanous researchers are discussed paymg particular reference to the nature of second language learning and teaching pedagogy. Most linguists agree on the view that Universal Grammar is a constant background against which any language learning process takes place. Universal Grammar is also viewed as the faculty which influences second language acquisition. The study will explore the relationship between second language theory and pedagogy. The Communicative Language Teaching is advanced in this study as an appropriate method for teaching language. The task-based syllabus is discussed with reference to different syllabus types which exhibit tasks as a unit of analysis. The relationship between grammar pedagogy and taskbased methodology is illustrated. A range of communication tasks for Xhosa is presented as an example of a task-based course design and analysed according to a task typology to investigate the communicative value of each task type. Salient functions, notions and language structures are identified based on Xhosa communicative task dialogues. It is hoped that Xhosa second language teachers and researchers will pursue the approach that are advanced here and that they will be able to make a contribution to Xhosa second language course design. It is also hoped that this study has succeeded in dealing with aspects of Xhosa second language learning and that Xhosa teaching will benefit in a variety of respects.
AFRIKAANSE OPSOMMING: Die studie ondersoek 'n raamwerk vir die implementering van taakgebaseerde onderrig vir Xhosa tweedetaal op tersiêre vlak. Die doelstellings van kompleksiteit, akkuraatheid en vlotheid is sentraal aan die taakgebaseerde benadering tot tweedetaalleer. Die studie sal die beginsels van taakgebaseerde onderrig tot sillabusontwerp ondersoek aangesien hierdie benadering algemeen beskou word as 'n doeltreffende basis vir suksesvolle tweedetaalleer. Die studie sal voorts die teoretiese aannames bespreek wat deur verskillende navorsers gemaak is met betrekking tot die aard van tweedetaalleer en onderrigmetodologie. Die meeste taalkundiges is dit eens dat Universele Grammatika 'n konstante basis is waarop tweedetaalleer plaasvind. Universele Grammatika word beskou as die mentale fakulteit wat tweedetaalleer beïnvloed. Die studie salook die verwantskap tweedetaalteorie en onderrig bespreek. Die kommunikatiewe taalonderrigbenadering word aangevoer in die studie as die mees gepaste metode vir taalonderrig. Die taakgebaseerde sillabus sal bespreek word met verwysing na verskillende sillabustipes wat die taak as eenheid vir analise vertoon. Die verwantskap tussen grammatika-onderrig en taakgebaseerde metodologie sal geïllustreer word. 'n Verskeidenheid kommunikatiewe take in Xhosa sal bespreek word as 'n voorbeeld van eenhede in kommunikatiewe kursusontwerp, en die take sal geanaliseer word om die kommunikatiewe aard van elke taak te ondersoek. Prominente taalfunksies, -begrippe en taalstrukture sal geïdentifiseer word vanuit die Xhosa kommunikatiewe taak-dialoë. Die hoop word uitgespreek dat onderwysers en navorsers van Xhosa tweedetaal die benadering wat in hierdie studie ondersoek is verder salontgin, en dat hulle in staat sal wees om 'n bydrae te maak tot kommunikatiewe Die studie ondersoek 'n raamwerk vir die implementering van taakgebaseerde onderrig vir Xhosa tweedetaal op tersiêre vlak. Die doelstellings van kompleksiteit, akkuraatheid en vlotheid is sentraal aan die taakgebaseerde benadering tot tweedetaalleer. Die studie sal die beginsels van taakgebaseerde onderrig tot sillabusontwerp ondersoek aangesien hierdie benadering algemeen beskou word as 'n doeltreffende basis vir suksesvolle tweedetaalleer. Die studie sal voorts die teoretiese aannames bespreek wat deur verskillende navorsers gemaak is met betrekking tot die aard van tweedetaalleer en onderrigmetodologie. Die meeste taalkundiges is dit eens dat Universele Grammatika 'n konstante basis is waarop tweedetaalleer plaasvind. Universele Grammatika word beskou as die mentale fakulteit wat tweedetaalleer beïnvloed. Die studie salook die verwantskap tweedetaalteorie en onderrig bespreek. Die kommunikatiewe taalonderrigbenadering word aangevoer in die studie as die mees gepaste metode vir taalonderrig. Die taakgebaseerde sillabus sal bespreek word met verwysing na verskillende sillabustipes wat die taak as eenheid vir analise vertoon. Die verwantskap tussen grammatika-onderrig en taakgebaseerde metodologie sal geïllustreer word. 'n Verskeidenheid kommunikatiewe take in Xhosa sal bespreek word as 'n voorbeeld van eenhede in kommunikatiewe kursusontwerp, en die take sal geanaliseer word om die kommunikatiewe aard van elke taak te ondersoek. Prominente taalfunksies, -begrippe en taalstrukture sal geïdentifiseer word vanuit die Xhosa kommunikatiewe taak-dialoë. Die hoop word uitgespreek dat onderwysers en navorsers van Xhosa tweedetaal die benadering wat in hierdie studie ondersoek is verder salontgin, en dat hulle in staat sal wees om 'n bydrae te maak tot kommunikatiewe kursusontwerp. Die studie poog om ook aspekte van Xhosa tweedetaalleer te identifiseer wat die onderrig van Xhosa tot voordeel kan strek in verskillende opsigte.
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Alahmed, Khalid. "Developing strategic competence through task-based language teaching : a comparison of implicit and explicit instruction". Thesis, University of York, 2017. http://etheses.whiterose.ac.uk/20205/.
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Speakers, native and non-native alike, frequently encounter difficulties expressing their intended meaning or attaining a desired communicative goal. To overcome such communication difficulties and achieve the desired communicative goal, speakers employ a variety of Communication Strategies (CSs). For example, circumlocution, clarification requests, gestures, conversation gambits and hesitation devices. Learners who successfully achieve their communication goals through the use of CSs are said to be strategically competent. Research has established that CSs can be effectively taught through explicit instruction. However, the impact of implicit instruction on the development of CSs has not been investigated to date. It is believed that implicit instruction may outperform explicit instruction in enabling learners to acquire the procedural knowledge which is the final step on the learning continuum. The acquired implicit knowledge can be accessed in time pressure situations, stored in mind, retained for longer periods and used more automatically. This study set out to assess the differential impact of explicit and implicit instruction on the use of CSs among pre-intermediate Arabic learners of English as a second language. The total number of learners was fifty-two learners enrolled in two English language centres in the United Kingdom. The learners in each centre were randomly assigned to one of three experimental conditions: implicit instruction (n=18), explicit instruction (n=18), and no instruction (n=16). Both implicit and explicit conditions received strategy instruction in a TBLT format. In the implicit condition, learners were exposed to video examples of two speakers doing similar tasks but no instruction focusing on CSs was provided. In explicit instruction, learners were exposed to the same video examples and instruction focusing on CSs was provided. The third condition served as a control group which was only exposed to pre- and post-tests. Development of CSs was measured through observation of task completion, followed by stimulated recall interviews and completion of a self-report questionnaire. The results suggest that both explicit and implicit strategy instruction has a positive impact on developing participants’ use of CSs and on supporting task completion. The results showed that explicit instruction was beneficial for developing meaning-negotiation, positive self-solving, non-verbal and time-gaining CSs, whereas implicit instruction showed to be effective for developing positive self-solving and time-gaining CSs. Further, learners who received implicit instruction made greater gains in the use of meaning-negotiation strategies from pre-test to delayed post-test than learners who received explicit instruction.
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Chanduloy, George Felix y 陳炳江. "Design of a task-based reading ability test in English as a foreign language". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B31948765.
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Chan, Sui-ping. "Qualitative differences in teachers' enactment of task-based language teaching in the English as second language (ESL) primary classroom /". View the Table of Contents & Abstract, 2006. http://sunzi.lib.hku.hk/hkuto/record/B35881793.
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Chan, Sui-ping y 陳瑞冰. "Qualitative differences in teachers' enactment of task-based language teaching in the English as second language (ESL) primary classroom". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B45015363.
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Zhang, Yuefeng Ellen. "The implementation of the task-based approach in primary school English language teaching in Mainland China". Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35327571.
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Habte, Abrahaley. "The development of supplementary materials for English language teaching in a scarce resource environment: an action research study". University of Western Cape, 2001. http://hdl.handle.net/11394/7387.
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Magister Philosophiae - MPhilTask based language instruction has generated some debate among researchers. Some argue in favour of task based language instruction by claiming that tasks focus learners' attention on meaning and thus facilitate second language acquisition (Prahbu, 1987; Pica and Doughty, 1986; Pica, Kanagy, and Falodun,1993). Others argue against task based language instruction and call into question the concept of comprehensible input, the idea upon which the whole task based approach is based (Sheen, 1994).
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Venter, Edith Christina. "Framework for a task-based approach to the teaching of Xhosa as a second language for local government purposes". Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/52853.
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Thesis (MA)--University of Stellenbosch, 2002.ENGLISH ABSTRACT: The purpose of this study is to apply contemporary theories about language and language learning in a South African and Western Cape context in order to address the specific needs of isiXhosa second language learners in local government. This study explores the use of communication tasks for vocational language teaching. It aims at providing a sound theoretical foundation of second language learning principles that support a task-based approach to language teaching for specific purposes. The perspectives of a broad range of theories that view the learner as autonomous and a social individual are regarded. Second language learning is assumed to rely on some degree of access to Universal Grammar and an innate ability to acquire language. It is argued that controlled and purposeful learner-learner interaction provides the learner with the most opportunities to negotiate meaning and to develop effective communication. The role of instruction in second language acquisition is explored. A greater interface between second language acquisition theory and pedagogy is motivated and classroom research is regarded to form a platform for more open dialogue between the two fields. The study addresses practical issues regarding learner participation, error treatment, learning strategies and culture studies. A discussion of task types, examples of tasks and criteria for task development has the potential to inform and guide second language teachers and programme developers. In order to motivate the use of tasks in second language teaching for specific purposes, theoretical perspectives of the instructional task are reviewed and the properties of communication tasks and referential communication tasks are described. Learning tasks which focus on form and provide learning strategies and cross-cultural awareness are assumed to playa supportive role in the taskbased syllabus. Finally, a task-design that addresses the needs of the municipal worker is presented and provides a framework for developing task-based second language teaching programmes for local government workers. A range of target tasks are described and analyzed according to the principles and properties of communication tasks and possible move-structures and language structures are listed for consideration for learning tasks.
AFRIKAANSE OPSOMMING: Die doel van hierdie studie is om huidige teorieë omtrent taal en taalleer in "n Suid-Afrikaanse en Wes-Kaapse konteks toe te pas ten einde die spesifieke behoeftes van leerders van isiXhosa tweede taal in plaaslike regeringsinstansies aan te spreek. Die studie ondersoek die gebruik van kommunikasie-take in beroepsgerigte taalonderrig. Dit stel ten doel die daarstelling van "n deeglike fondasie van beginsels van tweedetaalverwerwing wat "n taakgebasseerde benadering tot taalonderrig vir spesifieke doelstellings steun. Die perspektiewe van "n wye verskeidenheid van teorieë wat die leerder as outonoom en as "n sosiale individu beskou word in ag geneem. Tweedetaalverwerwing word beskou as afhanklik van "n mate van toegang tot Universele Grammatika en "n aangebore vermoeë om taal aan te leer. Daar word geredeneer dat beheerde en doelgerigte leerderleerder interaksie die meeste geleenthede bied vir onderhandeling van betekenis en die ontwikkeling van effektiewe kommunikasie-vaardighede. Die rol van onderrig in tweedetaalverwerwing word ondersoek. "n Hegter interaksie tussen tweedetaalverwerwingsteorie en onderrig word gemotiveer en klaskamer-navorsing word beskou as "n platform vir meer vrye-dialoog tussen die twee velde. Die studie spreek praktiese kwessies aan, soos leerder-deelname, hantering van foute, leerstrategieë en kultuurstudies. "n Bespreking van taaktipes, voorbeelde van take en kriteria vir taakontwikkeling kan moontlik van praktiese waarde wees vir tweedetaalonderwysers en programontwikkelaars. Ten einde die gebruik van take in tweedetaalonderrig vir spesifieke doeleindes te motiveer, word die teoretiese perspektiewe ten opsigte van die instruksionele taak hersien en die eienskappe van kommunikasie-take en verwysingskommunikasie-take beskryf. Leertake wat op vorm fokus en wat leerstrategieë en kruiskulturele bewustheid voorsien, word beskou as ondersteunend in 'n taakgebaseerde sillabus. Ten laaste word 'n taakontwerp voorgestel wat die behoeftes van die munisipale werker aanspreek en wat 'n raamwerk voorsien vir die ontwikkeling van taakgebaseerde onderrigprogramme vir plaaslike regeringswerkers. 'n Reeks teikentake word beskryf en geanaliseer volgens die beginsels en eienskappe van kommunikasie-take en moontlike struktuur-skuiwe en taalstrukture word gelys om vir leertake oorweeg te word.
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Zhang, Yuefeng Ellen y 章月鳳. "The implementation of the task-based approach in primary school English language teaching in Mainland China". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35327571.
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Lee, Suet-mui Carol y 李雪梅. "English teachers' conceptions of task-based learning". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31963055.
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Gray, James Wesley. "Task-Based English Grammar Instruction: A Focus on Meaning". Kyoto University, 2020. http://hdl.handle.net/2433/253376.
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Kyoto University (京都大学)0048
新制・課程博士
博士(人間・環境学)
甲第22540号
人博第943号
新制||人||224(附属図書館)
2019||人博||943(吉田南総合図書館)
京都大学大学院人間・環境学研究科共生人間学専攻
(主査)准教授 高橋 幸, 教授 谷口 一美, 教授 STEWART Timothy William, 准教授 笹尾 洋介, 教授 田地野 彰
学位規則第4条第1項該当
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Ng, Lai Sum Tammy. "A study of the language of tertiary students carrying out task-based group work". HKBU Institutional Repository, 1996. http://repository.hkbu.edu.hk/etd_ra/81.
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Deng, Chunrao y 邓春娆. "Communicativeness of activities in EFL primary school classrooms in Nanhai Guangdong, China: teachers'interpretations of task-based language teaching". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B47232018.
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Task-based language teaching has a high profile within contemporary ELT. There
are, however, few empirical studies of how teachers actually implement tasks in
Chinese primary school contexts. This study aims to fill this gap by exploring how
four teachers in two primary schools in Nanhai, Guangdong implement
communicative activities in a top-down national innovation.
This study involves three areas of investigation. The first area describes
classroom practice. A particular focus is on activity types and the degree of
communicativeness of activities. The second area analyzes how the practice reflects
the general understanding of task-based pedagogy: the extent to which classroom
activities are congruent with features of task? The third area concerns factors
influencing communicativeness of lessons.
Extensive data are drawn over a period of an academic year with four selected
teachers (Betty, Rose, Paul and Jane). A total of 55 observations were conducted.
Methods of documenting classroom data include a quantitative instrument based on
COLT observation scheme (Communicative Orientation of Language Teaching) and
qualitative field notes. The tool used to analyze the degree of communicativeness is
derived from a well-recognized framework proposed by Littlewood. 64
semi-structured interviews were conducted to gauge participants’ perception of
task-based teaching. Teachers, school principals and focused-group students were
interviewed.
The main findings are as follows. It is found that Betty and Rose use mainly
focus-on-forms activities, Paul uses meaning-form-focused and Jane meaning-focused activities, suggesting, respectively, a low, medium and medium-high degree of
communicativeness. Further analysis of activity features indicates that Betty and
Rose’s teaching are teacher-centered, decontextualized and without a clear
communicative goal and outcome, and thus not congruent with task features. Paul’s
activities share features of non-communicative teaching and TBLT. Paul tried to
integrate some communicative elements in his approach, although the majority of
Paul’s activities still focus on the practice of language form. Jane’s activities,
message-focused, student-centered and contextualized, reflect general features of
tasks. Three sets of contextual and participant factors are found to influence TBLT
implementation in the two case schools: 1) contextual, 2) teacher factors and 3) those
related to pedagogical practice, including planning and instructional factors.
The significance of this study is threefold. Firstly, I propose an adapted version
of Littlewood’s communicative framework. This version contributes to the existing
literature as it is a useful tool to analyze communicativeness of classroom activities in
school context. Secondly, this study extends our knowledge of the kind of factors that
influence TBLT implementation. Lastly, this study adds insights into character
teachers cope with changes in the new English curriculum and the kind of classroom
activities in Nanhai primary schools. It is hoped that these findings carry some
resonances in other EFL contexts in East Asian Region.published_or_final_version
Education
Doctoral
Doctor of Philosophy
37
Lombaard, Malinda. "Task-based assessment for specific purpose Sesotho for personnel in the small business corporation". Thesis, Link to the online version, 2006. http://hdl.handle.net/10019/235.
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Ingonga, L. I. "A task based language awareness approach to teaching English grammar in Kenyan secondary schools : an exploratory study". Thesis, University of Birmingham, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.508927.
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Björnsson, Julia y Sigrid Andersson. "Using Movies in English Teaching". Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-36175.
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This research synthesis investigates the topic of movies in education, and explores advantages and challenges when using movies as a tool for language development in the English classroom. With the framework of language learning theories and methods, scholarly journal articles are synthesized to explore significant themes within this area. There are several advantages relating to the use of movies in language teaching, such as the benefits of multimodality, authentic language input, and knowledge construction. The challenges that might influence the benefits of the use of film as a teaching tool are, for instance, how to create tasks that make the viewing of movies more than just entertainment for learning language and knowledge development.
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Ip, Lai Fun Alison. "Task-based learning in Hong Kong : a study of the textbooks used in Hong Kong". HKBU Institutional Repository, 2000. http://repository.hkbu.edu.hk/etd_ra/356.
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Gokool, Roshni. "Principles of task-based course design for a Zulu second language course on socialization for businesss people". Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/50068.
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Thesis (MA)--University of Stellenbosch, 2004.ENGLISH ABSTRACT: The concept of exploring principles for designing a Zulu language learning course for business people stemmed from the need that there is not enough course material available for learners wanting to learn a second language. The preliminary component of the thesis is based on the theoretical framework for language learning theory advanced by Naam Chomsky, which is theory-driven and derives from an in-depth analysis of the properties of languages in an effort to determine the highly abstract principles of grammar. This study reviews the different definitions of second language learning and teaching employed by various linguists, for example, Cook, Odlin and Sharwood-Smith. It presents the different kinds of grammar explored in the analysis of a second language. Following the discussion of principles of grammar, a broad definition of the term 'universal grammar' (UG), is explored and how this UG model relates to views on teaching of Zulu, is identified. The thesis demonstrates the relation between second language learning and language teaching and the influence that UG has on language teaching. It will be argued that the theory of Chomsky and the knowledge of second language acquisition is suitable as a framework for language teaching because it incorporates the essence of second language learning that may be useful to a second language educator. Finally, this study will present the principles of task-based course design which will be followed by a discussion of the types of syllabuses required for the construction of communicative Zulu tasks. It is hoped that the conclusions arising from this study will assist in the development of research material and teaching aids for second language Zulu task-based courses, thus providing the field of second language teaching with efficient and successful language teachers and researchers.
AFRIKAANSE OPSOMMING: Die konsep van die ondersoek van beginsels vir die ontwerp van 'n Zulu taalvaardigheidskursus vir sakemense het ontstaan uit die behoefte aan gepaste onderrigmateriaal vir Zulu-tweedetaal onderrig aan die sakemense. Die aanvangskomponent van hierdie tesis is gegrond op die teoretiese raamwerk vir taalaanleer soos voorgestaan deur Chomsky. Die Chomskiaanse teorie van taalkennis is ontwikkel uit 'n in-diepte analise van die eienskappe van taalkennis ten einde die hoogsabstrakte beginsels van taal te bepaal. Die studie bied eers 'n oorsig van verskillende definisies van tweedetaalleer en -onderrig soos aangewend deur verskillende taalkundiges soos Cook, Odlin en Sharwood-Smith. Daar word 'n bespreking gegee van die verskillende sieninge van die aard van grammatika in tweedetaalonderrig. Na die bespreking van die beginsels van grammatika-onderrig in tweedetaalleer en -onderrig word die implikasies van die Chomsky se Universele Grammatika benadering beskou vir die tweedetaalonderrig van Zulu. Die tesis ondersoek ook die verband tussen tweedetaalleer en -onderrig en die invloed wat Universele Grammatika op taalonderrig het. Daar sal aangevoer word dat die UG teorie van Chomsky en die verband daarvan tot tweedetaalonderrig gepas is as 'n raamwerk vir tweedetaalonderrig omdat die essensiële beginsels van tweedetaalleer wat bruikbaar kan wees vir die taalonderrigpraktisyn. Die studie sal, laastens, die beginsels van taakgebaseerde kursusontwerp ondersoek, wat gevolg sal word deur 'n bespreking van die tipes sillabusse benodig vir die konstruksie van kommunikatiewe take in Zulu. Die gevolgtrekkings wat voortspruit uit hierdie studie kan bydra tot die navorsing van tweedetaalonderrig vir Zulu en die ontwerp van taalonderrigmateriale vir taakgebaseerde kursusse vir Zulu. Hierdeur kan 'n bydrae gemaak word tot die lewering van bekwame navorsers en taalonderrigpraktisyns vir Zulu tweedetaalonderrig.
IQOQA ZULU: Umqondo wokuhlela izifundo zesiZulu zomabhizinisi wavezwa isidingo esikhombisayo ukuthi akukho obekulotshiwe maqondana nabafundi bolimi Iwesibili. Ingxenye yokuqala yophando igxile esakhiweni senqubo Iwazi yokufunda nokufundisa ulimi Iwesibili eyaqhutshwa nguNoam Chomsky, eqhutshwa yinqubolwazi futhi isukela ocwanigweni olunzulu zezilimi emizameni yokuthola imigomo enzulu yohlelo lolimi. Lolu cwaningo luhlola izincazelo ezehlukene zokufunda nokufundisa ulimi Iwesibili ezisetshenziswa abahlaziyilulimi esingabala kubona, uVivian Cook, Terence Odlin kanye noSharwood Smith. Lwethula izinhlobo ezehlukene zohlelo lolimi ezihlolwa ekucwaningweni kolimi Iwesibili. Kulandela izingxoxo ngemigomo yohlelo lolimi, incazelo ebanzi yetemu 'Universal Grammar' (UG) iyahlolisiswa nokuthi lemodeli ye-UG isetshenziswa kanjani esiZulwini. Loluphando lukhombisa ubudlelwano phakathi kokufundwa nokufundiswa kolimi Iwesibili nomthelela omuhle kumbe omubi we-UG ekufundiseni ulimi. Kuzobhekisiswa ukuthi inqubolwazi kaChomsky nolwazi lokufunda ulimi Iwesibili kulungile yini ukuba yisakhiwo senqubo yokufundisa njengoba luhlanganisa ingqikithi yokufundisa ulimi Iwesibili okungenzeka ukuthi ayijwayelekile kumfundisi wolimi Iwesibili. Okukugcina, lolu cwaningo luzokwethula imigomo yezifundo ezihlelelwe phezu komsebenzi othile kuyolandelwa ukuxoxisana ngezinhlobo zamasilabhasi ezidingekayo ukuhlanganisa imisebenzi yesiZulu yokuxhumana. Kuyathembakala ukuthi iziphetho eziyovuka kulolucwaningo ziyosiza ekuthuthukisweni kwezinto eziwusizo ophandweni kanye nezinsiza kufundisa zolimi Iwesibili zezifundo ezihlelelwe phezu komsebenzi othile wesiZulu, kanjalo bese ziletha kulendima yokufundisa ulimi Iwesibili othisha nabacwaningi abawenza ngempumelelo umsebenzi wabo.
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Payukmag, Wuttiya. "The perceived effectiveness of the implementation of task-based language teaching and mediation procedures for the teaching of business presentations at a Thai university". Thesis, University of Warwick, 2014. http://wrap.warwick.ac.uk/71178/.
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This case study investigates the impact of task-based language teaching (TBLT) and mediation procedures on the teaching of business presentations at a university in Thailand. A task-based course was developed, which took into account national and institutional education policies regarding the development of business-related knowledge and skills and the limited English proficiency and knowledge of the business world possessed by the learners. Three core tasks, namely Describing Company Profiles, Describing Products, and Describing Trends were designed utilising Willis’ framework (Willis, 1996). The course was delivered over the course of six sessions to two groups of students (n = 22 and 25 respectively). Mixed methods data collection techniques were employed to examine 1) the appropriateness of the designed tasks, 2) the effectiveness of TBLT, 3) the effectiveness of mediation procedures integrated in task implementation and 4) suggestions for the improvement of tasks, TBLT and mediation practices. The data was collected through pre- and post-intervention questionnaires, observer and student interviews, research journals, class observation notes, and audio and video recording of class interactions from four observers and the two groups of students mentioned above. The qualitative analysis of data focused on participant perceptions of TBLT and mediation as well as on participant recommendations. The findings indicate both positive feedback and the existence of a number of critical issues. Participants were generally satisfied with the use of a wide range of materials and the usefulness of course content. The most significant participant concerns were related to teaching and learning conditions, content relevance and coverage, task complexity and difficulty, task materials, language focus (i.e. vocabulary and grammar teaching), peer feedback and teacher feedback, peer engagement as well as teacher mediation. Implications are also discussed, particularly the greater incorporation of explicit grammar teaching and the increase in number of teaching hours to allow for individual presentation practice and mediation on linguistic difficulties.
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Mai, Hwai-min Aminah y 買慧敏. "Grammar pedagogy and the task-based curriculum: Hong Kong teachers' beliefs and practices". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B3196347X.
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Cheung, See-wan. "Secondary 4 remedial students' attitudes towards the fostering of learner autonomy through a task-based group project". Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31927580.
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Stroud, Robert. "A task-based language teaching approach to group discussions in Japanese university classrooms : an empirical study of goal-setting and feedback". Thesis, University of Birmingham, 2018. http://etheses.bham.ac.uk//id/eprint/8311/.
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This thesis draws on a classroom-based empirical study to explore the actual effects that Task-Based Language Teaching (TBLT) has on students’ performance, when applied to group discussions, and the impacts that different forms of Goal-Setting and Feedback (GSF) have on their learning. In doing so, it challenges the assumptions in the research literature that TBLT will necessarily improve multiple aspects of performance within group discussions with low-level students, and reveals that applying GSF can lead to very different outcomes. A longitudinal mixed-method approach was adopted using surveys and peer-interviews with 10 teachers, and observations, surveys and peer-interviews with 132 low-level students in a Japanese university. Students used product or process GSF alongside TBLT group discussions across a semester. Findings showed improvements in fluency and accuracy, positive feelings towards learning, and larger improvements for lower performers. Furthermore, product and process goals influenced students' focus differently in terms of individual performance, collaboration and discussion outcome. These findings create a clearer picture of the impact of TBLT, when applied to group discussions, and show how students' focus within learning can be greatly influenced by task goals. Resultant recommendations for course design, student and teacher training, and implementation of TBLT and GSF are given.
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Yeo, Shua-hoon y 楊淑芬. "Teachers' perceptions of the criteria for selecting a task in task-based learning in a Hong Kong secondary school". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30288423.
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Mak, Tsui-ying Grace y 麥翠瑩. "Implementation of task-based learning in a junior secondary school: concept and practice of English teachers". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B31963705.
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Rasuki, Muhlisin. "The Effectiveness of Pre-modified Input and Interactional Feedback during Task-Based Language Teaching on the Uptake and Automaticity of English Comparative Structures". Thesis, Curtin University, 2020. http://hdl.handle.net/20.500.11937/84218.
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This doctoral study investigated the effects of pre-modified input and interactional feedback on the uptake and automaticity of task-relevant L2 morphosyntax. A sample of 51 adult learners of L2 English were randomly assigned into one of three instructional conditions: pre-modified input, interactional feedback, or comparison. Results indicated that pre-modified input and interactional feedback facilitated uptake and automaticity of task-relevant L2 morphosyntax, and that no significant differences were found between these two instructional options.
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Cheung, See-wan y 張詩韻. "Secondary 4 remedial students' attitudes towards the fostering of learner autonomy through a task-based group project". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B31927580.
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Mason, Amanda. "Integrating a focus on form into task-based language teaching : an investigation of four communicative tasks conducted by advanced learners of English using synchronous text-based computer-mediated communications". Thesis, Liverpool John Moores University, 2010. http://researchonline.ljmu.ac.uk/6010/.
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