Task-based Language Teaching from Teachers’ Perspective (original) (raw)
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Theory and Practice in …, 2011
Teaching through task or in Willis' (1996) words, "an activity which involves the use of language but in which the focus is on the outcome of the activity rather than on the language used to achieve that outcome" can create favorable learning conditions for the students of English for Specific Purposes (ESP) courses . Concerning the current inappropriate teaching methods dominant in Iranian ESP trend, this research aims to investigate the feasibility of integrating task-based language teaching (TBLT) as an alternative to the rather ineffective, yet widely practiced method known as Grammar Translation Method (GTM) on ESP reading comprehension of Iranian students majoring chemistry at two Iranian universities whose syllabus mostly focuses on this skill. To do so, two homogeneous groups as experimental and control at each university served as the participants of the study. Before treatment, pretest was performed in both groups. The participants in the control groups were required to read the texts, translate them into Persian and answer some traditional forms of reading comprehension questions, while the ones in the experimental groups studied the same passages but furnished with some patterns of task-based instruction and accompanied with exercises prepared within Willis' TBLT framework. At the end of the treatment, a post test was administered to them. Finally, drawing on t-test at the 0.05 level of significance, the researchers compared the students' performances to study the probable effectiveness of TBLT. The findings revealed the significant advantage of teaching ESP through tasks and integrating this approach as an innovative one in this trend.
The Application of Task-based Language Teaching to English Reading Classroom
—Task-based approach is a new approach in education practice. In task-based classroom, the chief focus is the performance of tasks. The task, rather than being a unit of grammar to be digested or a collection of lexical items to be remembered, is a means of learning the language by doing tasks. It requires exposure to comprehensive input and opportunities to interact in the language. The task has to be negotiated by the learners with the help of the teacher, whose job is to facilitate learning opportunities in class. The task probably needs the cooperation of learners. This paper is intended to explore TBLT in teaching reading on the basis of the notion of task-based language teaching (TBLT).
Implementation of Task-Based Language Teaching to Teach Reading Comprehension in Senior High School
2019
So far, the process of teaching in many reading classrooms offers students less chance to use target language communicatively. Mostly, language forms are introduced early before students read texts alternately. The activity is then followed by group work or discussion. As such, students will not be able to develop their ability in using target language intended for real communication. In order to deal with this condition, it is argued that the use of task will be fruitful. Unlike common classroom activities, task has some specific criteria which will provide context and stimulate students to produce target language meaningfully so that reading activity will be more communicative. Through its three main principles, namely pre-task, task cycle and language focus, task-based instruction will help students to focus mainly on meaning without overlooking the importance of language forms. This will help students to make sense of the language they have experienced during task performance. T...
Reading Tasks Analysis and Students’ Perception: An Approach to Task-based Language Teaching
Journal of Language Teaching and Research
In task-based language teaching, task is classroom activity which emphasizes target language use and focuses on meaning. In teaching reading, the role of task is pivotal. It helps to provide context for students to read as reading activity in real-world. The concept of task is, however, complex in which it has some types and criteria. Different task may result in different effectiveness to teach reading. This study is aimed at exploring the use of different tasks to teach reading and seeking for students’ perception about the use of those tasks. The data were obtained from a study involving 36 students of one of senior high schools in Padang. There were five different tasks designed based on task-like criteria. At the end of every meeting, the students were given a reading test to check their comprehension quality toward the text. A task perception questionnaire was then deployed to the students in order to find out their view toward the tasks. The data were analyzed and discussed d...
The purpose of this study was to find out how task-based language teaching is implemented in ELT classrooms at Debre Markos College of Teachers Education. To conduct the study, exploratory research method that combines both qualitative and quantitative methods was employed on 108 third year English language students and six language instructors. Data were collected through interview, classroom observation, matrix-rate questionnaire, and document analysis, and were analyzed qualitatively and quantitatively. Accordingly, the findings of the study revealed that there are teacher made pedagogic language tasks based on predetermined course contents and objectives where resource facility was not considered as a problem. In addition, student involvement in task design, planning, and selection was very little, because the college follows modular approach to language teaching. However, they were involved in task performance, reflection, and evaluation in several student-centered interaction patterns and self-paced performance options. The data also showed that the desired qualities of the tasks are significantly fulfilled, yet there are a number of form-focused language tasks and their components are obscured. Besides, both instructors and students were found to significantly play their roles in different communicative task phase; however, teacher domination still prevails in language classrooms. What is more, it was found out that a number of problems hinder the effective implementation of task-based language teaching and learning, though there were considerable attempts made to minimize them. Therefore, based on the findings, some recommendations were forwarded, and future research areas in the field were suggested.
Improving Students ’ Reading Comprehension through Task-based Language Teaching
2020
This study was conducted in response to the fact that the students’ reading comprehension ability was much lower than it should be. It was caused by several reasons, one of the was related to the poor teaching learning process. In this study, Task-based Language Teaching (TBLT) was used to improve the teaching learning process and the students’ reading comprehension ability. This research was a Classroom Action Research (CAR) study and it was done in two cycles. Observation and interviews were used to collect data which were then analyzed qualitatively. Students’ achievement of daily-test, the students’ self reflection in the form of rating format and the students’ achievement of post-tests were used in order to support the data collected. The results of this study indicate that TBLT can improve not only the teaching learning process but also the class 8D of MTsN Yogyakarta II students’ reading comprehension in recount texts. It is shown that the students are interested to learn rea...
The Impacts of Task-based language instruction on the development of learners in language schools
2020
This Task-approach depends on students' experience and their inclinations to get familiar with the objective language. The academic classes can be educated by a local speaker or non-local speaker. Educator propelled the understudies to build up their language capability and the substance capability. The fundamental goal of the current examination was to research the viability of Task Based Language Instruction in Reading Comprehension for English as a Foreign Language upper level understudies in language schools. The subjects of this study were 40 pre-intermediate level students, ages 18-20, who were randomly selected and assigned to two groups. The tools used in this study included the pretest and posttest test, a checklist for instructors' approaches to whether or not they use task-based language instruction in their classes, and the opening and closing for evaluation. The Task Based Instruction framework in reading comprehension was administered to the experimental group ...
Teaching English and Task-Based Method
2013
The present study amis to evalute the influence of task based learning strategies on Iranian EFL students writng and reading performance by proposing different frameworks. In order to study the influnce of task based activities on Iranian EFL students writing performnace, Willis' Task Based Leaning model is proposed whereas, for asseement of the realationship between task based strategies and reading,
Mediterranean Journal of Social Sciences, 2015
Teaching General English, as a fundamental course in all the non-English majors, at universities in Iran has constantly been considered vital among the scholars' concerns. Thus, the TEFL researchers have always attempted to study and analyze the currently practice teaching methodologies at different levels in order to introduce the most efficient ones to the practitioners in the field. Therefore, to improve the quality and efficiency of teaching general English at universities, the researchers in the present study have tried to explore the currently practiced general English teaching methodologies for engineering students in Islamic Azad University, Yadegar-e Emam Khomeini (RAH) Shahre Rey Branch. In other words, they have attempted to reflect on a comparative study of two globally popular teaching methodologies namely; Task-based and Task-supported at this university to present the more efficient one to the target community.
This paper explores the existing challenges that hamper instructors' and learners' efforts while adopting task-based instruction in their contexts of learning the English language. Teaching and learning English as a second language continues to draw attention regarding the appropriate approach that instructors should adopt particularly in the case of Sudan where Arabic is the first language. A mixed method was embraced to answer research objectives of this study. In the study, questionnaires and interviews were administered to the research subjects who were recruited from the University of Khartoum using convenience sampling technique. Data from the study was analyzed using the SPSS software where descriptive and inferential statistics to test research objectives of the study. Results of the study indicated a correlation between the need to adopt the task-based instruction with 18% of the students interviewed attributing that task-based instruction approach failed to foster students' speaking skills.