Task-Based Language Teaching, an analytic approach focusing on form, with a task-based syllabus starting with output and putting emphasis on learning outcomes, may have a positive impact on the development of learners’ language proficiency and thinking skills in L2 classrooms. By implementing a TBLT approach which is free from the limitation of synthetic approach focusing on forms and analytic approach focusing on meaning, L2 learners can benefit from its efficiency promoting both in communication competence and linguistic awareness. In addition to the advantage of TBLT approaches, a task-based syllabus, as one of the typical backward design, focusing on output or learning outcomes, are more effective in enhancing learners’ language proficiency than that in other syllabuses focusing on input or process. Moreover, learners’ thinking skills can be achieved in a task-based syllabus integrating language proficiency with thinking skill tasks.
The document discusses different settings for second language learning, including natural acquisition contexts, traditional instructional settings, and communicative instructional settings. It compares the characteristics of these settings, such as how errors are corrected, how much time is available for learning, the ratio of native to non-native speakers, and the types of language and discourse used. The document also presents five proposals for classroom teaching and analyzes studies related to focusing on form versus meaning in second language instruction.
Developing pragmatic competence in iranian efl classroomsH A
1) The study examined how explicit teaching of opening and closing conversations affected the performance of Iranian EFL learners.
2) A treatment group of 32 students and a control group of 13 students participated in activities like role plays to practice openings and closings.
3) Pre- and post-tests involving role plays found that the treatment group utilized more elaborate openings and closings after instruction, supporting the effectiveness of classroom-based pragmatic instruction.
This document discusses the importance of context in language comprehension and learning. It presents research showing that providing contextual information and activating students' background knowledge can improve comprehension. Visual aids like pictures and videos are found to help lower-level learners, while techniques like discussing vocabulary, titles and questions are also effective, especially for more advanced learners. The role of schema theory is explained, which holds that comprehension involves both bottom-up processing of textual details and top-down processing using context and expectations. Contextualizing language instruction and practice is recommended over isolated teaching of forms.
This document discusses bringing discourse analysis into the language classroom. It makes three key points:
1) Discourse analysis requires a change in perspective where communication, not just language, is the focus of study. This reflects how language is actually used.
2) There are three premises to consider when bringing discourse analysis to the classroom: a) communicative competence, b) considering context, language variation and real data, and c) the negotiation of intentions and interpretation.
3) Specific concepts from discourse analysis can be introduced to help students reflect on discourse and communication, and guidelines are provided for designing a language syllabus with a discourse-based approach.
1. An approach, method, and technique are related but distinct terms in language teaching, with an approach being the broadest and a technique being the narrowest. A method provides specific procedures for teaching language skills and content.
2. Important variables for evaluating methods include goals, beliefs about language/learning, prescription for teachers, and attitudes towards activities/materials.
3. Early methods included Grammar-Translation, focused on reading skills, and Direct Method, prioritizing oral skills over translation with no learner native language use.
4. Later methods incorporated linguistic and psychological theories, including Audiolingualism using behaviorism and Cognitive Code Learning highlighting rule learning.
The Grammar Translation Method focuses on teaching grammar rules and translating sentences and texts between the native and target languages. Key aspects include using grammar rules to translate sentences, emphasizing accuracy in translation, and teaching vocabulary through word lists. Reading and writing are emphasized over speaking and listening. The method was traditionally used to teach Latin, Greek, and later modern languages in the 19th century.
Chapter 4 explaining second language learningTshen Tashi
The document summarizes several perspectives on second language acquisition:
1) The behaviourist perspective viewed language learning as forming habits, but it did not adequately explain errors or first language influence.
2) The innatist perspective argued innate linguistic knowledge allows first language acquisition, but may not fully explain second language learning.
3) Krashen's Monitor Model proposed language is acquired through exposure to comprehensible input and learned through formal instruction, but questions remain about its sufficiency.
4) The cognitive perspective views language learning as involving cognitive processes like attention, memory, and practice, rather than being innate or distinct from other learning.
In the recent years, many new fields in second language acquisition have emerged. instructed second language acquisition (ISLA) is also among them. ISLA due to Loewen (2015T is an academic subfield that is about learning a language other than the first one. cognitive-inter actionist methods offered efficient features of L2 instruction. This chapter discusses about Loewen definition of ISLA and emphasizes the roles of both native speaker-learner and learner-learner interaction.
The document discusses different settings for second language learning, including natural acquisition contexts, traditional instructional settings, and communicative instructional settings. It compares the characteristics of these settings, such as how errors are corrected, how much time is available for learning, the ratio of native to non-native speakers, and the types of language and discourse used. The document also presents five proposals for classroom teaching and analyzes studies related to focusing on form versus meaning in second language instruction.
Developing pragmatic competence in iranian efl classroomsH A
1) The study examined how explicit teaching of opening and closing conversations affected the performance of Iranian EFL learners.
2) A treatment group of 32 students and a control group of 13 students participated in activities like role plays to practice openings and closings.
3) Pre- and post-tests involving role plays found that the treatment group utilized more elaborate openings and closings after instruction, supporting the effectiveness of classroom-based pragmatic instruction.
This document discusses the importance of context in language comprehension and learning. It presents research showing that providing contextual information and activating students' background knowledge can improve comprehension. Visual aids like pictures and videos are found to help lower-level learners, while techniques like discussing vocabulary, titles and questions are also effective, especially for more advanced learners. The role of schema theory is explained, which holds that comprehension involves both bottom-up processing of textual details and top-down processing using context and expectations. Contextualizing language instruction and practice is recommended over isolated teaching of forms.
This document discusses bringing discourse analysis into the language classroom. It makes three key points:
1) Discourse analysis requires a change in perspective where communication, not just language, is the focus of study. This reflects how language is actually used.
2) There are three premises to consider when bringing discourse analysis to the classroom: a) communicative competence, b) considering context, language variation and real data, and c) the negotiation of intentions and interpretation.
3) Specific concepts from discourse analysis can be introduced to help students reflect on discourse and communication, and guidelines are provided for designing a language syllabus with a discourse-based approach.
1. An approach, method, and technique are related but distinct terms in language teaching, with an approach being the broadest and a technique being the narrowest. A method provides specific procedures for teaching language skills and content.
2. Important variables for evaluating methods include goals, beliefs about language/learning, prescription for teachers, and attitudes towards activities/materials.
3. Early methods included Grammar-Translation, focused on reading skills, and Direct Method, prioritizing oral skills over translation with no learner native language use.
4. Later methods incorporated linguistic and psychological theories, including Audiolingualism using behaviorism and Cognitive Code Learning highlighting rule learning.
The Grammar Translation Method focuses on teaching grammar rules and translating sentences and texts between the native and target languages. Key aspects include using grammar rules to translate sentences, emphasizing accuracy in translation, and teaching vocabulary through word lists. Reading and writing are emphasized over speaking and listening. The method was traditionally used to teach Latin, Greek, and later modern languages in the 19th century.
Chapter 4 explaining second language learningTshen Tashi
The document summarizes several perspectives on second language acquisition:
1) The behaviourist perspective viewed language learning as forming habits, but it did not adequately explain errors or first language influence.
2) The innatist perspective argued innate linguistic knowledge allows first language acquisition, but may not fully explain second language learning.
3) Krashen's Monitor Model proposed language is acquired through exposure to comprehensible input and learned through formal instruction, but questions remain about its sufficiency.
4) The cognitive perspective views language learning as involving cognitive processes like attention, memory, and practice, rather than being innate or distinct from other learning.
In the recent years, many new fields in second language acquisition have emerged. instructed second language acquisition (ISLA) is also among them. ISLA due to Loewen (2015T is an academic subfield that is about learning a language other than the first one. cognitive-inter actionist methods offered efficient features of L2 instruction. This chapter discusses about Loewen definition of ISLA and emphasizes the roles of both native speaker-learner and learner-learner interaction.
This is an experimental study based on exploring the effectiveness of task based language teaching (TBLT) in improving graduate students’ descriptive writing as well as their perception of task based language teaching. The accessible population taken in this study is 410 students enrolled in Graduation at Khawja Fareed Govt. Post Graduate College Rahim Yar Khan. 60 male students have been administered a TOEFL structure test to bring homogeneity. They have been divided into two equal groups randomly. Thus two groups were formed one the treatment group and the other control one. Experimental and control class data were collected through written tests and questionnaires. Written pre and post tests were administered to both classes. Questionnaires were given to the students in experimental group after each of 12 treatment tasks. Data from written pre and post-test and questionnaires were analysed quantitatively. Percentage analysis was run to observe improvement between the groups. Test results revealed highly significant difference in favour of the treatment group. The study also demonstrated treatment groups’ general perception of task based language teaching positively. Findings of this study are inspiring for the teachers to adopt task based language teaching to improve students’ descriptive writing.
Second language (L2) teacher education describes the field of professional activity through which individuals learn to teach L2s. In terms commonly used in the field, these formal activities are generally referred to as teacher training, while those that are undertaken by experienced teachers, primarily on a voluntary, individual basis, are referred to as teacher development. I return to this issue of nomenclature later on (see 'the role of input'); at this point, however, the reader should understand that the term teacher education refers to the sum of experiences and activities through which individuals learn to be language teachers. Those learning to teach - whether they are new to the profession or experienced, whether in pre- or in-service contexts - are referred to as teacher learners (Kennedy 1991).
This research article examined the integration of form-focused instruction with communicative language teaching in a Chinese university where students lacked English proficiency. The researcher found that students who received explicit grammar instruction within a communicative classroom context showed significantly improved English skills compared to the control group based on test results. However, the study design and use of standardized tests to measure proficiency have limitations that call into question the validity and reliability of the findings.
This proposal emphasizes providing learners with comprehensible input through listening and reading activities without any speaking or writing practice. Research on total physical response, immersion programs, input flood, and input processing found that while comprehension skills can develop through input alone, it is not sufficient for reaching high levels of accuracy and grammar. Learners need both comprehensible input and opportunities to produce language in order to fully develop their second language abilities.
This document summarizes key points from Chapter 5 of the book "Teaching Languages to Young Learners" by Lynne Cameron regarding teaching grammar to young language learners. It discusses that grammar is best taught embedded within meaningful topics and contexts using modeling, drawings, and body language. It also notes that young learners first learn language as chunks and formulas before consciously learning rules, and that grammar construction evolves from these chunks. The document contrasts theoretical linguistics with pedagogical grammars and notes factors like hypothesis testing, errors, and L1 transfer that influence the development of an "internal grammar".
Language Needs Analysis for English Curriculum Validationinventionjournals
This document summarizes a study that analyzed the language needs of 349 tertiary students in Oman to validate the English curriculum. The study found that most respondents were under 19 years old and female. It also found that identifying errors skills, writing skills, correct usage, reading skills and listening skills were significantly affected by the respondents' profiles, but speaking skills and vocabulary skills were not. The document discusses the methodology used, which was a descriptive method employing purposive sampling and questionnaires. It also provides tables analyzing the respondents' profiles and language performance in areas like listening, speaking, reading, writing, vocabulary and grammar. The study aims to help curriculum designers develop an English learning process based on students' needs.
The document provides an overview of the historical evolution of theoretical grammar, covering four main approaches:
1) Traditional grammar focused on prescriptive rules based on Latin grammar and classified words into parts of speech. It described English syntax but was not suitable for describing the language.
2) Structural grammar rejected the mentalistic approach and focused on observable structures like phonemes and morphemes. It emphasized synchronic analysis and descriptive rules.
3) Transformational-generative grammar proposed that sentences are generated from deep structures through transformations. It aimed to distinguish competence from performance and generate all grammatical sentences.
4) Pedagogical grammar examines the implications of different theories for language teaching and learning. The researcher analyzes
The document discusses syllabus design for English for Specific Purposes (ESP) courses. It defines a syllabus and outlines different types of syllabi, including grammatical, situational, notional, functional-notional, task-based, and communicative syllabi. It also discusses different approaches to course design, including language-centered, skills-centered, and learning-centered approaches. ESP is described as an important area of English language teaching that focuses on teaching English for specific professional reasons or fields of study.
There has been a long-standing debate over the issue of including or excluding the student’s mother tongue (L1) in English as a foreign language (L2) classrooms. There are two opinions in this regard: monolingual approach and bilingual approach. While advocates of monolingual approach suggest that learning is determined by the exposure to L2, those advocating the bilingual approach think that L1 makes a valuable contribution to the learning process. Despite the widespread English-only use in EFL classes, the use of L1 is still a perennial topic. Therefore, this study aims to investigate the use of L1 in English for specific purposes (ESP) classes at a Technical College in Ho Chi Minh City-Vietnam (Henceforth called TC). More specifically, it attempts to explore the extent to which L1 is used and the reasons why L1 is used, and discover what attitudes engineering students have towards the use of L1 in the process of teaching ESP vocabulary to students. The instruments used for collecting data were questionnaires and class observations. The participants were 8 EFL teachers and 314 students at TC. The findings of the study indicated that all the teachers of English overused L1 in teaching ESP vocabulary. The study also revealed that the ESs had supportive attitudes towards their teachers’ use of L1 in teaching ESP vocabulary. Based on the findings, the study provided practical implications in order to help both EFL teachers and engineering students to improve their teaching and learning ESP at vocational training colleges in the Vietnamese context.
The Effect of Vocabulary Knowledge on EFL Oral Competenceiosrjce
This document summarizes a study on the effect of vocabulary knowledge on EFL oral competence. The study surveyed 40 EFL teachers and 200 Moroccan high school students to understand their perceptions of students' speaking abilities and the role of vocabulary. Key findings included:
1) Both teachers and students identified vocabulary deficiency as the main factor limiting students' ability to speak English fluently.
2) Results from questionnaires and interviews showed that students struggled with not knowing how to convey meanings and not being able to find the exact English words they wanted.
3) Teachers also perceived speech anxiety and lack of vocabulary as major reasons for students' lack of fluency in speaking.
4) The study suggests that providing vocabulary
The aim of this research study is to analyze the appropriateness of the English syllabus according to the true language needs, which is being offered to the students of International Relations Department of Bahauddin Zakariya University, Multan. To carry out this research study, students of IR department (Part 1 and 2) have been taken as a sample population to collect required data. To check the appropriateness of the offered English syllabus and existing level of English language competence according to the students’ needs; two research tools have been taken as: test and interview. In order to get the actual feedback from the students, a test consisted of four basic skills of English (listening, speaking, reading and writing) was conducted to 50 students of IR department. Interview was conducted to the teachers of IR department in order to get the actual information about the appropriateness of the English syllabus and the competency level of the students. Collected data through both the sources were analyzed qualitatively as well as quantitatively. The findings from these sources provided the results which were expected before the accomplishment of this research work. The findings of this research advocated that the EAP should be adopted to make the existing syllabus appropriate and need based in order to refine the basic English language skills of the students. This recommended course is very productive for social sciences disciplines of the BZU.
This document discusses the history and principles of communicative language teaching (CLT). It describes how methods have shifted over time from the grammar-translation method to more recent approaches focused on meaningful communication. The audiolingual method emphasized repetition and habit formation but failed to develop students' communicative abilities. CLT emerged due to theories of language as rule-governed creativity and a view of language's primary function as communication. CLT organizes instruction around real-life tasks and uses the target language to maximize engagement and language use.
Analysis of Students’ Errors in Summative Evaluation: A Corpora Based ResearchPremier Publishers
This study analyzed errors made by undergraduate students in Rwanda in their final summative evaluations for an English literature course. Researchers identified over 200 errors across 27 student scripts. The most common errors were related to spelling, subject-verb agreement, pluralization, capitalization, and improper use of prepositions. The study aimed to identify these errors in order to help improve teaching methods and reduce difficulties students face when writing in English as a second language. Identifying error patterns could help teachers better support students and prioritize certain grammar and mechanics concepts.
English language as a Medium of Instruction Inside the Classroom: Perception ...Marvin Ramirez
The document summarizes research on students' perceptions of using English as the medium of instruction in their classes. It finds that while most students find it reasonably easy to understand, about half only sometimes enjoy it. However, nearly half of students feel it is highly helpful for their learning. The study aims to provide feedback to teachers on students' varying experiences to help improve instruction. It used surveys to assess students' views on the difficulty, enjoyment, and helpfulness of the English medium.
This paper attempts to assess the speech ability of the grade 10 students in Jose Sanvictores Sr. National School in Cagwait, Surigao del Sur. It uses random sampling which identifies 70 respondents. This study used descriptive - correlational method in order to determine the level of speech ability of Grade 10 students. The study dealt with the following objectives to determine the profile of the respondents in terms of gender, language facility, parent's educational attainment, media preference, communication practice, use of English and media preference to identify the level of oral language proficiency as to grammar, vocabulary, pronunciation and fluency and to assess the significant relationship between the profile of the participants and the level of speech ability. Marissa Regalado-Villamon "Speech Ability of Grade 10 Students" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-1 , December 2018, URL: http://www.ijtsrd.com/papers/ijtsrd18973.pdf
http://www.ijtsrd.com/home-science/education/18973/speech-ability-of-grade-10-students/marissa-regalado-villamon
This document discusses strategies for teaching grammar to adult English language learners through a focus-on-form approach. It begins by providing background on adult English language learners and a brief history of grammar instruction. It then describes the contemporary focus-on-form approach, which involves drawing learners' attention to linguistic forms within meaningful, communicative contexts. Several instructional techniques are discussed, ranging from more implicit methods like input flooding to more explicit techniques like collaborative dialogues. The document concludes by noting that further research is still needed to determine how attention to form and meaningful interaction should be ordered and how learner characteristics affect readiness for focus on form.
The Academic writing performance and Spelling Errors Malik Jabr Albalawi مال...malikjabr
The Academic writing Performance and Spelling Errors of English As Foreign Language Students at Tabuk University: A case of the Introductory Year students:2015
This document summarizes the importance of vocabulary in language learning. It discusses how vocabulary is the foundation of language and essential for communication. While grammar provides structure, without vocabulary nothing can be conveyed. The document also outlines strategies for vocabulary development, including extensive reading, instruction in specific words, word-learning strategies, and word consciousness activities. Communicative language teaching through role plays and real-life situations is presented as an effective approach for vocabulary acquisition.
Advantages Of Not Knowing Your Students Language A Case Study Of A Multilin...Lisa Brewer
This document summarizes a case study on the advantages and challenges of teaching English to a multilingual group of students where the teacher does not share a common language with the students. The study examined a group of 8 students from Turkey, Russia, and Georgia studying English at a university in Georgia. Key findings included:
1) Teachers found it difficult to explain new vocabulary and grammar points without being able to use students' native languages. They had to rely more on visual aids, simplifying language, and reducing explicit grammar instruction.
2) Students had lower English proficiency and self-confidence than other Georgian students. They also relied heavily on mobile dictionaries during class.
3) While challenging, not being able to
The document discusses the history and evolution of language teaching methodology over the 20th century. It begins by explaining how the concept of systematic language teaching methods emerged. It then defines methodology and distinguishes between methods and approaches. Several influential methods from the mid-20th century are described, including Situational Language Teaching, Audio-Lingualism, and Communicative Language Teaching. The document concludes by speculating about potential future directions for language teaching methodology.
This document summarizes a study that compares the inductive and deductive approaches for teaching English verb tenses to Taiwanese university students. The study examines the effects of the two approaches on students with different cognitive styles (field independent vs field dependent). Students were assigned to either an inductive or deductive group and their learning outcomes were assessed. Results showed that both approaches were effective, with the deductive group showing more significant improvement. Field dependent students improved more than field independent students, regardless of the teaching approach used.
This is an experimental study based on exploring the effectiveness of task based language teaching (TBLT) in improving graduate students’ descriptive writing as well as their perception of task based language teaching. The accessible population taken in this study is 410 students enrolled in Graduation at Khawja Fareed Govt. Post Graduate College Rahim Yar Khan. 60 male students have been administered a TOEFL structure test to bring homogeneity. They have been divided into two equal groups randomly. Thus two groups were formed one the treatment group and the other control one. Experimental and control class data were collected through written tests and questionnaires. Written pre and post tests were administered to both classes. Questionnaires were given to the students in experimental group after each of 12 treatment tasks. Data from written pre and post-test and questionnaires were analysed quantitatively. Percentage analysis was run to observe improvement between the groups. Test results revealed highly significant difference in favour of the treatment group. The study also demonstrated treatment groups’ general perception of task based language teaching positively. Findings of this study are inspiring for the teachers to adopt task based language teaching to improve students’ descriptive writing.
Second language (L2) teacher education describes the field of professional activity through which individuals learn to teach L2s. In terms commonly used in the field, these formal activities are generally referred to as teacher training, while those that are undertaken by experienced teachers, primarily on a voluntary, individual basis, are referred to as teacher development. I return to this issue of nomenclature later on (see 'the role of input'); at this point, however, the reader should understand that the term teacher education refers to the sum of experiences and activities through which individuals learn to be language teachers. Those learning to teach - whether they are new to the profession or experienced, whether in pre- or in-service contexts - are referred to as teacher learners (Kennedy 1991).
This research article examined the integration of form-focused instruction with communicative language teaching in a Chinese university where students lacked English proficiency. The researcher found that students who received explicit grammar instruction within a communicative classroom context showed significantly improved English skills compared to the control group based on test results. However, the study design and use of standardized tests to measure proficiency have limitations that call into question the validity and reliability of the findings.
This proposal emphasizes providing learners with comprehensible input through listening and reading activities without any speaking or writing practice. Research on total physical response, immersion programs, input flood, and input processing found that while comprehension skills can develop through input alone, it is not sufficient for reaching high levels of accuracy and grammar. Learners need both comprehensible input and opportunities to produce language in order to fully develop their second language abilities.
This document summarizes key points from Chapter 5 of the book "Teaching Languages to Young Learners" by Lynne Cameron regarding teaching grammar to young language learners. It discusses that grammar is best taught embedded within meaningful topics and contexts using modeling, drawings, and body language. It also notes that young learners first learn language as chunks and formulas before consciously learning rules, and that grammar construction evolves from these chunks. The document contrasts theoretical linguistics with pedagogical grammars and notes factors like hypothesis testing, errors, and L1 transfer that influence the development of an "internal grammar".
Language Needs Analysis for English Curriculum Validationinventionjournals
This document summarizes a study that analyzed the language needs of 349 tertiary students in Oman to validate the English curriculum. The study found that most respondents were under 19 years old and female. It also found that identifying errors skills, writing skills, correct usage, reading skills and listening skills were significantly affected by the respondents' profiles, but speaking skills and vocabulary skills were not. The document discusses the methodology used, which was a descriptive method employing purposive sampling and questionnaires. It also provides tables analyzing the respondents' profiles and language performance in areas like listening, speaking, reading, writing, vocabulary and grammar. The study aims to help curriculum designers develop an English learning process based on students' needs.
The document provides an overview of the historical evolution of theoretical grammar, covering four main approaches:
1) Traditional grammar focused on prescriptive rules based on Latin grammar and classified words into parts of speech. It described English syntax but was not suitable for describing the language.
2) Structural grammar rejected the mentalistic approach and focused on observable structures like phonemes and morphemes. It emphasized synchronic analysis and descriptive rules.
3) Transformational-generative grammar proposed that sentences are generated from deep structures through transformations. It aimed to distinguish competence from performance and generate all grammatical sentences.
4) Pedagogical grammar examines the implications of different theories for language teaching and learning. The researcher analyzes
The document discusses syllabus design for English for Specific Purposes (ESP) courses. It defines a syllabus and outlines different types of syllabi, including grammatical, situational, notional, functional-notional, task-based, and communicative syllabi. It also discusses different approaches to course design, including language-centered, skills-centered, and learning-centered approaches. ESP is described as an important area of English language teaching that focuses on teaching English for specific professional reasons or fields of study.
There has been a long-standing debate over the issue of including or excluding the student’s mother tongue (L1) in English as a foreign language (L2) classrooms. There are two opinions in this regard: monolingual approach and bilingual approach. While advocates of monolingual approach suggest that learning is determined by the exposure to L2, those advocating the bilingual approach think that L1 makes a valuable contribution to the learning process. Despite the widespread English-only use in EFL classes, the use of L1 is still a perennial topic. Therefore, this study aims to investigate the use of L1 in English for specific purposes (ESP) classes at a Technical College in Ho Chi Minh City-Vietnam (Henceforth called TC). More specifically, it attempts to explore the extent to which L1 is used and the reasons why L1 is used, and discover what attitudes engineering students have towards the use of L1 in the process of teaching ESP vocabulary to students. The instruments used for collecting data were questionnaires and class observations. The participants were 8 EFL teachers and 314 students at TC. The findings of the study indicated that all the teachers of English overused L1 in teaching ESP vocabulary. The study also revealed that the ESs had supportive attitudes towards their teachers’ use of L1 in teaching ESP vocabulary. Based on the findings, the study provided practical implications in order to help both EFL teachers and engineering students to improve their teaching and learning ESP at vocational training colleges in the Vietnamese context.
The Effect of Vocabulary Knowledge on EFL Oral Competenceiosrjce
This document summarizes a study on the effect of vocabulary knowledge on EFL oral competence. The study surveyed 40 EFL teachers and 200 Moroccan high school students to understand their perceptions of students' speaking abilities and the role of vocabulary. Key findings included:
1) Both teachers and students identified vocabulary deficiency as the main factor limiting students' ability to speak English fluently.
2) Results from questionnaires and interviews showed that students struggled with not knowing how to convey meanings and not being able to find the exact English words they wanted.
3) Teachers also perceived speech anxiety and lack of vocabulary as major reasons for students' lack of fluency in speaking.
4) The study suggests that providing vocabulary
The aim of this research study is to analyze the appropriateness of the English syllabus according to the true language needs, which is being offered to the students of International Relations Department of Bahauddin Zakariya University, Multan. To carry out this research study, students of IR department (Part 1 and 2) have been taken as a sample population to collect required data. To check the appropriateness of the offered English syllabus and existing level of English language competence according to the students’ needs; two research tools have been taken as: test and interview. In order to get the actual feedback from the students, a test consisted of four basic skills of English (listening, speaking, reading and writing) was conducted to 50 students of IR department. Interview was conducted to the teachers of IR department in order to get the actual information about the appropriateness of the English syllabus and the competency level of the students. Collected data through both the sources were analyzed qualitatively as well as quantitatively. The findings from these sources provided the results which were expected before the accomplishment of this research work. The findings of this research advocated that the EAP should be adopted to make the existing syllabus appropriate and need based in order to refine the basic English language skills of the students. This recommended course is very productive for social sciences disciplines of the BZU.
This document discusses the history and principles of communicative language teaching (CLT). It describes how methods have shifted over time from the grammar-translation method to more recent approaches focused on meaningful communication. The audiolingual method emphasized repetition and habit formation but failed to develop students' communicative abilities. CLT emerged due to theories of language as rule-governed creativity and a view of language's primary function as communication. CLT organizes instruction around real-life tasks and uses the target language to maximize engagement and language use.
Analysis of Students’ Errors in Summative Evaluation: A Corpora Based ResearchPremier Publishers
This study analyzed errors made by undergraduate students in Rwanda in their final summative evaluations for an English literature course. Researchers identified over 200 errors across 27 student scripts. The most common errors were related to spelling, subject-verb agreement, pluralization, capitalization, and improper use of prepositions. The study aimed to identify these errors in order to help improve teaching methods and reduce difficulties students face when writing in English as a second language. Identifying error patterns could help teachers better support students and prioritize certain grammar and mechanics concepts.
English language as a Medium of Instruction Inside the Classroom: Perception ...Marvin Ramirez
The document summarizes research on students' perceptions of using English as the medium of instruction in their classes. It finds that while most students find it reasonably easy to understand, about half only sometimes enjoy it. However, nearly half of students feel it is highly helpful for their learning. The study aims to provide feedback to teachers on students' varying experiences to help improve instruction. It used surveys to assess students' views on the difficulty, enjoyment, and helpfulness of the English medium.
This paper attempts to assess the speech ability of the grade 10 students in Jose Sanvictores Sr. National School in Cagwait, Surigao del Sur. It uses random sampling which identifies 70 respondents. This study used descriptive - correlational method in order to determine the level of speech ability of Grade 10 students. The study dealt with the following objectives to determine the profile of the respondents in terms of gender, language facility, parent's educational attainment, media preference, communication practice, use of English and media preference to identify the level of oral language proficiency as to grammar, vocabulary, pronunciation and fluency and to assess the significant relationship between the profile of the participants and the level of speech ability. Marissa Regalado-Villamon "Speech Ability of Grade 10 Students" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-1 , December 2018, URL: http://www.ijtsrd.com/papers/ijtsrd18973.pdf
http://www.ijtsrd.com/home-science/education/18973/speech-ability-of-grade-10-students/marissa-regalado-villamon
This document discusses strategies for teaching grammar to adult English language learners through a focus-on-form approach. It begins by providing background on adult English language learners and a brief history of grammar instruction. It then describes the contemporary focus-on-form approach, which involves drawing learners' attention to linguistic forms within meaningful, communicative contexts. Several instructional techniques are discussed, ranging from more implicit methods like input flooding to more explicit techniques like collaborative dialogues. The document concludes by noting that further research is still needed to determine how attention to form and meaningful interaction should be ordered and how learner characteristics affect readiness for focus on form.
The Academic writing performance and Spelling Errors Malik Jabr Albalawi مال...malikjabr
The Academic writing Performance and Spelling Errors of English As Foreign Language Students at Tabuk University: A case of the Introductory Year students:2015
This document summarizes the importance of vocabulary in language learning. It discusses how vocabulary is the foundation of language and essential for communication. While grammar provides structure, without vocabulary nothing can be conveyed. The document also outlines strategies for vocabulary development, including extensive reading, instruction in specific words, word-learning strategies, and word consciousness activities. Communicative language teaching through role plays and real-life situations is presented as an effective approach for vocabulary acquisition.
Advantages Of Not Knowing Your Students Language A Case Study Of A Multilin...Lisa Brewer
This document summarizes a case study on the advantages and challenges of teaching English to a multilingual group of students where the teacher does not share a common language with the students. The study examined a group of 8 students from Turkey, Russia, and Georgia studying English at a university in Georgia. Key findings included:
1) Teachers found it difficult to explain new vocabulary and grammar points without being able to use students' native languages. They had to rely more on visual aids, simplifying language, and reducing explicit grammar instruction.
2) Students had lower English proficiency and self-confidence than other Georgian students. They also relied heavily on mobile dictionaries during class.
3) While challenging, not being able to
The document discusses the history and evolution of language teaching methodology over the 20th century. It begins by explaining how the concept of systematic language teaching methods emerged. It then defines methodology and distinguishes between methods and approaches. Several influential methods from the mid-20th century are described, including Situational Language Teaching, Audio-Lingualism, and Communicative Language Teaching. The document concludes by speculating about potential future directions for language teaching methodology.
This document summarizes a study that compares the inductive and deductive approaches for teaching English verb tenses to Taiwanese university students. The study examines the effects of the two approaches on students with different cognitive styles (field independent vs field dependent). Students were assigned to either an inductive or deductive group and their learning outcomes were assessed. Results showed that both approaches were effective, with the deductive group showing more significant improvement. Field dependent students improved more than field independent students, regardless of the teaching approach used.
An evaluation of_communicative_language_teaching_in_bangladeshAbdus Sobhan
This document summarizes a study that evaluates Communicative Language Teaching (CLT) in Bangladesh. The study uses a mixed methodology including questionnaires and interviews to examine CLT implementation at the secondary level. Specifically, it aims to understand teachers' perceptions of CLT principles, whether they have moved from traditional teaching views, and what training is needed for successful CLT. The summary identifies challenges implementing CLT in Bangladesh and objectives to improve English teaching and learning based on observations of teachers, students, teaching methods and materials.
The document provides an overview of approaches to teaching English as a second language. It discusses an enlightened and eclectic approach that blends tasks and techniques. Communicative language teaching focuses on meaning, fluency, and student-centered learning. Key principles of CLT include focus on grammar, discourse, language use, student learning process, and the teacher as facilitator. The document also discusses learner-centered instruction, cooperative learning, interactive learning, whole language education, and task-based instruction. It emphasizes integrating linguistic, psychological, and social perspectives to understand second language acquisition.
Language teaching approaches are dynamic and constantly evolving. Over the 20th century, the field of English language teaching (ELT) experienced many paradigm shifts with new methods emerging every decade. Recent trends in ELT include a movement towards more learner-centered and cooperative approaches, incorporating theories like multiple intelligences, as well as a focus on developing learner independence through strategy training. ELT practitioners now emphasize sharing experiences through networking, engaging in reflective practice, and adapting instruction to local contexts over rigidly following prescribed methods.
An Evaluation of Implementing Task Based Language Teaching TBLT to Teach Gram...ijtsrd
The combination of TBLT and traditional teaching methods encourages students to be more involved in communicative activities as well as guaranteed to master the target grammar by teacher’ being a model. They are required to listen carefully to teacher, and then students have themselves recognize what they need to do correctly. This minimizes students’ making mistakes while still enables fluency. More importantly, teacher no longer dominates classroom. In the light of TBLT, grammar is conveyed through completing communicative tasks which let students experience English grammar from meaning to form. In other words, the students were introduced meanings, functions of a certain grammar point through communicative tasks first, and then either the teacher or the students themselves explored the form and the teacher helped them build on what they know. This way of teaching and learning has never taken place before, so it is hoped that students experience it in a very positive way. Task based language teaching TBLT , if applied correctly to instruct grammar, will balance communicative competence and linguistic forms. Nguyen Hong Ngoc "An Evaluation of Implementing Task-Based Language Teaching (TBLT) to Teach Grammar to Adolescent Learners in Vietnam" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-1 , December 2020, URL: https://www.ijtsrd.com/papers/ijtsrd38194.pdf Paper URL : https://www.ijtsrd.com/humanities-and-the-arts/english/38194/an-evaluation-of-implementing-taskbased-language-teaching-tblt-to-teach-grammar-to-adolescent-learners-in-vietnam/nguyen-hong-ngoc
This document discusses bringing discourse analysis into the language classroom. It makes three main points:
1. Discourse analysis requires a change in perspective from language as an autonomous system to language as a means of communication. This reflects how language is studied in linguistics.
2. There are three premises to consider when bringing discourse analysis to the classroom: a) communicative competence, b) the role of context and language variation, and c) the negotiation of intentions and interpretations in communication.
3. Developing learner awareness of discourse involves reflecting on appropriate language use based on context rather than just form. This requires reexamining traditional teaching methods.
Role and importance of language in the curriculumAbu Bashar
The language is always believed to play a central role in learning. No matter what the subject area, students assimilate new concepts when they listen, talk, read and write about what they are learning. Speaking and writing reflects the thinking process that is taking place. Students learn in language, therefore if their language is weak, so is their learning.
This document discusses various methods and approaches that have been used in English language teaching over time. It begins by defining methodology, approach, curriculum/syllabus, and techniques. It then outlines several historical approaches including the grammar translation method, direct approach, reading approach, and audio-lingual approach. More recent communicative and task-based approaches are also discussed. The document stresses the importance of considering students' needs, instructional constraints, and individual learner differences when selecting an approach.
Putting language teaching puzzle pieces togetherjonacuso
This document discusses the complex process of language teaching and learning. It argues that the classroom alone is not enough for successful language acquisition and that teachers must understand multiple variables that affect both students and instruction. These variables include the differences between a student's first and second languages, their motivations for learning, and what language teaching entails beyond communication. A teacher's role is to comprehend these variables, a student's motivations, and the full scope of linguistic concepts in order to integrate them into a coherent methodology that facilitates learning. The goal is to move beyond basic training and consider how linguistics and learning theory can enhance instructional practice.
The document discusses Task-Based Language Teaching (TBLT), an approach to language instruction centered around the use of tasks. Some key points:
- TBLT uses tasks as the core unit of planning and instruction, drawing on principles of Communicative Language Teaching. Tasks involve real communication and using language for meaningful purposes.
- A task is an activity or goal carried out using language. Examples include problem-solving, decision-making, information sharing. Tasks can be designed based on real-world or pedagogical needs.
- Proponents argue tasks provide better opportunities for language learning than traditional form-focused instruction. Tasks require negotiation of meaning and meaningful communication.
- The teacher
Enriching Vocabulary to the Students of English as Second Language Learners (...Naresh Arruri
This paper focuses on enriching vocabulary to the students of the English as Second
Language learner (ESL) through the approach Content–Integrated–Language–Learning
(CILL). Previously many approaches have been developed, such as language across
curriculum, task based instruction, activity based communicating (ABC model) instruction,
content based instruction and immersion programmes etc. In this paper I shall present a
model for learning Vocabulary of English as Second Language Learner through his/her
preferred content.
This document provides an overview of theories and practices for teaching English to non-native speakers in K-12 schools in the US. It discusses the complexity of language learning and how sociocultural factors like immigration and language policies affect the situation. Effective teachers for the over 5 million English learners require specialized knowledge and skills. The document reviews language learning theories and approaches, focusing on sociocultural theories. It emphasizes that teachers must have pedagogical expertise to meet the needs of this growing student population in a culturally responsive way.
This document discusses second language acquisition and the development of interlanguage. It defines interlanguage as the intermediate language system that learners develop between their native language and the target language. Interlanguage has its own grammar, lexicon, phonetic rules, etc. The document then analyzes examples of learner work to identify features of their interlanguage systems. It finds that learners may overgeneralize rules and rely on their native language, resulting in errors. Additional context is needed to fully understand learners' development, such as their background, input, and beliefs. Interlanguage shows that learning is a process as learners employ strategies to communicate and progress toward proficiency.
Students’ Perceptions of Grammar Teaching and Learning in English Language Cl...iosrjce
The use of grammar teaching in the field of second language acquisition has been extensively
studied, but there is a lacuna in the literature, regarding the students’ perception of its importance. To
investigate this aspect, the study was conducted on a group of 15 students studying in Semester Five, in the
English Language Department of Misurata University, Libya. The students were interviewed in groups of three
with nine specific questions, and the responses were audio-taped and transcribed verbatim. The findings
revealed that although they all came from the same cultural, linguistic and educational backgrounds, they had
different perceptions regarding the form focused instruction of grammar. The information gathered is of
considerable significance to ESL teachers who intend to meet students’ needs as well as reduce conflicts caused
by different perspectives between teachers and students regarding whether or not grammar teaching should be
encouraged in the classroom.
Current Approaches.pptxggggggggggggggggggggggggggzgekaragz3
This document discusses current approaches to materials and methods in English language teaching. It addresses misconceptions about communicative language teaching and examines how current materials have evolved from traditional approaches while incorporating the best elements. Current materials emphasize authentic real-world language, diverse learner needs, and integrated skills. They organize content around topics and functions as well as formal linguistic elements. Vocabulary is taught through meaningful contexts, and tasks are used to make language learning goal-oriented and focus on both accuracy and fluency. Individual learner differences are also considered in materials design.
This document discusses the use of lecture as a teaching strategy for language classes. It argues that lecture is a dominant method used in Pakistani colleges but has limitations for teaching English as a language. While lecture is effective for content-based subjects, it is problematic for language classes because it does not promote active student participation or development of communication skills. The document reviews literature on different teaching methods and finds inconclusive evidence about the superiority of any single method. It concludes that lecture can be improved through innovative techniques and technologies, but may not be optimal for developing language proficiency.
Similar to The Impact of Task-Based Language Teaching on the Development of Learners? Language Proficiency and Thinking Skills in L2 Classrooms (20)
This study focuses on the listening anxiety experienced by teacher candidates (TCs) in Iran and Turkey. Using different data collection methods, including two questionnaires, listening test, and semi-structured interviews, this study tried to investigate the factors behind Foreign Language Listening Anxiety (FLLA) among Iranian teacher candidates (TCs). The participants of the study in Iran context were 29 teacher candidates studying at BA level in English Language Teaching. All of the participants were asked to complete these two questionnaires with the background information regarding their age, gender, years of language study. The participants’ answers to FLLAS and FLCAS were analyzed with spss to obtain frequencies and percentages. The results were compared to the same study by Bekleyen. The findings revealed that Iranian TCs experienced a high level of FLLA compared to Turkish TCs and showed a significant positive correlation between FLLA and FLCA, which means that teacher candidates with higher levels of language anxiety tended to have higher levels of listening anxiety. In addition, interview data suggested that Iranian and Turkish participants’ FLLA mostly originated from the same source: inadequacy of past education in listening skill. Furthermore, practice was the most frequent strategy used by participants in these two countries to overcome this kind of anxiety.
The main thrust of this paper is to examine the issue of racial segregation in Maya Angelou’s “Caged Bird” via exploring the poem in relation to the circumstances that typify life and existence in the African American context. An attempt is made to situate this poem within the heat of racism, oppression, and class discrimination as well as the search for black identity. The paper relies on New Historicism as the scope of exploration owing to the chunk of influence that history and society bears on African American writing. Then literary critical analysis is made to verify the different aspects of racism and social segregation as represented in the poem.
This article provides an overview of existing instruments measuring self-efficacy for English language learning in both first and second language acquisition fields and their reliability and validity evidence. It also describes the development and use of the Questionnaire of English Language Self-Efficacy (QESE) scale, designed specifically for English language learners (ELLs), and presents an overview of the research findings from empirical studies related to its psychometric properties. A growing body of literature has begun to document encouraging evidence of ELL students’ self-efficacy belief measures and the utility of the QESE in particular. The information pertaining to the QESE is quite encouraging from measurement perspectives and fills the gap in the literature by providing a reliable and valid instrument to measure ELLs’ self-efficacy in various cultures. This paper concludes with evidence for internal consistency, test-retest reliability, structural, generalizability, and external aspects of the construct validity of the QESE. This paper contributes to the growing interest in these skills by reviewing the measures of self-efficacy in the field of second-language acquisition and the findings of empirical research on the development and use of a self-efficacy scale for ELLs.
This study examines written errors in a corpus of 30 compositions produced by 15 students of English as a second language (L2), whose first language (L1) is Spanish. Their ages range from 10 to 11. This paper identifies grammar errors as the most frequent due to L1’s interference in L2 learning. Positive, focused, indirect written feedback is proven to be the most effective, and the L1 seems to help the students to understand the teacher’s metalinguistic explanation to correct errors and avoid mistakes. These results provide insight into language learning given that they offer information regarding the teaching practice.
Reading without proper guidance from the perspective of discourse analysis will be a challenge and torture for English readers. However, most college students are suffering from this sort of tedious reading dilemma due to a sense of failure and anxiety as a result of an inefficient teaching approach. In this paper, the author tries to combine discourse analysis with reading coaching so as to arouse and promote readers’ sense of discourse, with the hope of helping them to read effectively.
Trish Regan, an American news anchor, showed changing attitudes towards China and the US-China trade war in her commentaries and debate with Chinese anchor Liu Xin. In her initial commentary, Trish expressed mainly positive evaluations of the US and negative evaluations of China through the use of attitudinal language. However, in her debate with Liu Xin, Trish's attitude became more balanced, expressing some positive views of China while becoming negative towards the trade war. The analysis found Trish utilized different appraisal resources across the occasions to negotiate her shifting stances, demonstrating how personal evaluations can vary in different discourse contexts.
The present study examines the role that feedback plays on the development of second language (L2) English learners’ writing accuracy over time. Earlier formal accounts and empirical works have focused on the relevance of corrective feedback (CF) in L2 writing learning (Ellis et al., 2008; Sheen, 2007), and what kind of CF (i.e. direct or indirect) has proved to be the most effective one, especially at low L2 levels (García Mayo and Labandibar, 2017; Ismail et al., 2008). We have analyzed 3 pieces of writing produced by 8 L2 English participants (aged 11 to 12). The participants were randomly divided into two groups, one of them received direct CF on their written tasks and the other group was exposed to indirect CF. Results revealed that both groups seemed to improve their mean scores from the pre-task to the post-task, regardless of the type of CF implemented. However, the direct CF group has proven to benefit more from teacher’s written CF, when compared to the indirect CF group. This is especially the case in the development of grammar accuracy.
Politics is a genre of language, and language is the manifestation of politics (Mazrui, 2008). Political discourse not only plays an important role in the process of national external communication but also conveys certain ideology and political intentions. Based on interpersonal function in Systemic Functional Grammar and using President Xi’s speech at the Extraordinary G20 Leaders’ Summit as the original data, this paper analyzes and explores how this speech can achieve discourse function through personal pronouns, mood, and modality. In addition, this paper reveals how various linguistic resources are used to realize interpersonal meaning in political discourse.
There is an obvious tendency and ample evidence to show Sylvia Plath’s representation of the gendered body throughout her poetry. However, inadequate attention has been paid to the evolution of her such kind of representation. Taking one of her early poems “Pursuit” and a later one “Daddy” as examples, this essay aims to explicate this evolution of representation. In her early poetry, her representation of gendered body centers on Freudian interest as seen in “Pursuit,” but in her later poems this representation changes to her political consciousness as is the case in “Daddy.” Therefore, this evolution embodies both her change of poetic subject matter and her concern with gender politics under the influence of the social culture.
Under the guidance of the theory of theme and rheme as well as thematic progression patterns, two significant components in Systemic Functional Linguistics, this paper discusses the thematic structure and thematic progression patterns of the Queen’s national speech “We will meet again!” which was delivered on April 5, 2020, when both England and the rest of the world were in the throes of the growing pandemic. With the use of quantitative and qualitative research methods, their distributions and the reasons are explored to figure out the thematic features, the effects, or the functions that have been achieved in Queen’s speech.
Pragmatic presupposition focuses on the study of the relationship between the speaker and the hearer at the time of communication and the language they used. It can effectively serve advertising language from the linguistic field. In other words, pragmatic presupposition can meet some of the requirements of the advertisements. Nowadays people confront a variety of commercial advertisements, such as food advertisements, drink advertisements, digital product and cosmetic advertisements, etc. In fact, advertising language is the core factor which determines the success or failure of one commercial advertisement. Most domestic and overseas scholars have studied advertising language through cooperative principles,rhetoric and systemic-functional grammar, etc. However, they do not pay enough attention to the pragmatic presupposition manifested in both Chinese and English cosmetic advertisements. Therefore, this paper conducts a comparative study based on previous studies of pragmatic presupposition with new data. The data analyzed in this study are taken from some major fashion magazines in America, United Kingdom and China, such as VOGUE, Cosmopolitan,Trends health,etc. These cosmetic advertisements were advertised in the recent 20 years. Through the analysis, it is found that there is no significant difference between Chinese and English cosmetic advertisements in terms of types of pragmatic presupposition manifested. Both Chinese and English advertisers mainly adopt four types of pragmatic presupposition: existential presupposition, factive presupposition, state presupposition and behavior presupposition, and state presupposition takes up the largest proportion. The present study provides a more comprehensive analysis of pragmatic presupposition and classification of it. In addition, the results of this study also could help advertisers and consumers increase their mutual understanding.
This paper analyses the structure patterns of code-switching quantitatively and qualitatively based on EFL classroom discourse. Through the detailed analysis, the paper finds that there are different structure patterns in which teachers often switch their codes in English classroom. These structure patterns are reflected in different language levels: words and phrases level, clausal and sentence level. The functions of code-switching are determined by those structure patterns that teachers will choose for different purposes in the process of teaching.
As an open social recourse and special language text, linguistic landscape, visibility and salience of languages on public and commercial signs in a given territory or region Landry and Bourhis (1997), and presented on various signs or billboards publicly, can be used as a useful recourse in language learning. Shenzhen, the first Chinese special economic zone, has developed into a fast-growing innovative city. Compared to other cities, Shenzhen has more frequent communications with worldwide visitors. Therefore, its education should be more international and advanced, especially English learning, since English, the most widely used language, is being used in linguistic landscapes increasingly. However, nowadays tedious English learning content and learning methods are unable to meet training requirements of students’ English level in society. Therefore, considering the significance of linguistic landscape in humanities construction and English learning, the government and schools give great importance to the construction of campus linguistic landscape. Through reference to representative research literatures and comparative analysis, this study intends to explore the importance of linguistic landscape in English learning by analyzing differences in campus linguistic landscape between middle schools and universities within Shenzhen from the form and content by introducing the way in which linguistic landscape is presented. And different purposes of its application are introduced in order to understand the application and design of linguistic landscape in different campuses more comprehensively. The research also explores the influence of campus linguistic landscape on students’ English learning, from the perspective of informal environmental penetration, learning material, stirring interest, broadening vocabulary and knowledge and its close relationship with life. This paper adopts the Constructivist learning theory of Piaget (1970). Students establish knowledge about the external world in the process of interaction with the surrounding environment to develop their cognitive structure. This paper concludes that the integration of linguistic landscape can benefit from its educational function to conduct a practice-oriented, teacher-led and student-centered pattern of English learning and improve students’ English learning ability.
Given Folding Beijing’s great importance to Chinese science fictions after winning the 2016 Hugo Award for Best Novelette and Ken Liu’s active engagement in promoting modern Chinese literary works to go global, this paper endeavors to explain how the influences of ideology, poetics and patronage are displayed in Folding Beijing’s English translation from the perspective of Lefevere’s Rewriting Theory. Instead of focusing on the linguistic elements of the translation, the current study attempts to reveal the cultural, social, ideological, and poetical effects on the translator’s decision-making process and tries to explore the reasons for the novelette’s success. It is believed that this paper can, to a certain extent, not only provide beneficial guidance for future practitioners in this translation field, but also offer some reference for the study of translation of Chinese contemporary science fictions.
This study investigated English-speaking confidence among 50 first-year engineering undergraduates at a Malaysian technical university. A survey and interviews were conducted to understand students' perceptions of factors influencing their confidence. The survey examined grammar, vocabulary, and manual abilities. Results showed manual abilities were most important, followed by vocabulary, with grammar being moderately important. Interviews suggested regular English practice, such as speaking to friends and teachers or doing presentations, could help improve confidence. Overall, the study aimed to identify barriers to students' English-speaking confidence and inform efforts to enhance their communication skills.
This document provides a summary and analysis of the novel "The Dark Room" by R.K. Narayan. It discusses the protagonist Savitri and her existential struggle and maturity. Savitri is initially a traditional housewife but goes through crisis when she discovers her husband's infidelity. She rebels against her role and leaves her family, but eventually realizes the futility of escaping her bonds and returns home. The document analyzes Savitri's journey in terms of existentialist philosophy, focusing on themes of alienation, anxiety, responsibility, and freedom of choice. It argues that Narayan skillfully portrays Savitri's actions and development, and that she demonstrates existential maturity by overcoming her crisis
This study aims at stylistically analyzing Men in the Sun in terms of the use of rhetorical questions and polyphony. The main objective is to show the contribution of these stylistic features (rhetorical questions and use of polyphony) in construing meaning and heightening the aesthetic values of novella and show how focus on specific stylistic features helps in analyzing a literary text. The researchers used the analytical approach to examine how the use of rhetorical questions and polyphony helps in constructing the meaning of the novella and highlighting its main themes. This study will be helpful to students of literature who want to better understand stylistic analysis and how writers use stylistic devices to enhance the meaning they want to convey. The study could also serve as a springboard for further studies in this area and could promote academic discourse on stylistic analysis of various Arabic literary works in English translation.
Genesis claims that ancient languages were divinely diversified as the linguistic origin. In consistence, this article presents systematic evidence for biblical etymology related to all major body parts and organs. For instance, heart is to heat, brain is to burn, kidney is to kindle burnt offering, and muscle is to slice to the multiple. Sandal is sacred land, scared is sacred scarf, and tragedy is to tear garment. Both objective and abstract words exhibit biblical match, such as random and ransom as escaping scapegoat randomly chosen. Biblical etymology of morals 德, love 愛, real真, eternity 永, memory, necessity 必, secret 秘, accident, pardon 恕 and mister is also presented. Novel interpretation in biblical etymology is also presented for several affixes such as 辰, 者, per, and m/l+vowel+n. In definitive etymology, numerous words such as generation, espionage, pregnancy and agriculture are presented to bilingually match bible, especially the scripture of Moses, reflecting divine creation.
In a consumer society, "discourse" has become a way of creation. The narrative of object sets a new perspective, showing the non-material components of the material as much as possible, and people’s positive attitude towards the narrative mode also changes the focus of fashion design work. It is intended to analyze clothing narrative from the three aspects of fashion narrative suggestion, discourse structure and how fashion narrative is consumed.
Regarding the origin of language, Genesis claims that ancient languages were divinely diversified. This testimony presents systematic evidence for biblical etymology related to prophet and priest. Priesthood was pivotal in ancient culture, and religious worship is central to civilization. This testimony presents systematic and surprising evidence for relationship of prophet and priest to biblical etymology, indicating that the old testament culture and method of worship are extensively reflected by etymology of words.
More from English Literature and Language Review ELLR (20)
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
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Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Your Skill Boost Masterclass: Strategies for Effective Upskilling
The Impact of Task-Based Language Teaching on the Development of Learners? Language Proficiency and Thinking Skills in L2 Classrooms
1. English Literature and Language Review
ISSN(e): 2412-1703, ISSN(p): 2413-8827
Vol. 3, No. 5, pp: 46-52, 2017
URL: http://arpgweb.com/?ic=journal&journal=9&info=aims
46
Academic Research Publishing Group
The Impact of Task-Based Language Teaching on the
Development of Learners’ Language Proficiency and Thinking
Skills in L2 Classrooms
Xiaorui Huang Chongqing University of Education, China
1. Introduction
Language teaching has experienced a rather long history, which can be dated back to the sixteenth century
when grammar translation was the dominant language teaching approach applied in schools in England where Latin
as one of the foreign language was taught (Richards and Rodgers, 2015). Not until the mid and late nineteenth
century did the new approaches to foreign language teaching (LT) emerge in L2 classrooms worldwide. The various
new approaches are developed on the basis of different second language acquisition theories and practice in L2
classrooms. Consequently, they stimulate a tremendous amount of discussion and still remain quite controversial,
with their own proponents and opponents.
One of the main factors contributing to the emergence and controversies may be a significantly rising trend of
economic and cultural globalization, especially education globalization. This trend leads to an increasing number of
students from all over the world applying for universities in the developed countries, such as Britain, the United
States, and Australia etc. For example, the data from Open Doors Report (2016) shows that the international student
enrollment number in American universities has dramatically increased from 564,766 in 2006 to 1,043,839 in 2015.
Such an enormous population boom in international student enrollment over the last decade has prompted language
teachers and researchers to advocate high efficient language teaching approaches in classrooms where they
encounter with a stark and irresolvable dilemma that the international students come from diverse cultural, ethnic,
racial and language backgrounds.
Furthermore, the problematic issues of language teaching lie in not only the varieties of learners’ background
but also the varieties of learners’ needs. For example, the international learners need to learn to struggle against all
kinds of adversity involving economic crisis, income disparities, social inequality, and overpopulation when they
study in overseas universities where they are non-native English speakers or called L2 learners. Moreover, the
learners, undergraduate applicants, striving to apply for universities, have to achieve a certain degree of English
proficiency to meet their language admission requirements which usually refer to TOEFL score of 80 or IELTS
score of 6.0.
Besides the language requirements, L2 learners are expected to present thinking skills in their overall
attainment, which are probably rather demanding and frustrating tasks for most of them. Unfortunately, some of
them fail to fulfill the requirements. One possible explanation for their failures is that they are not taught by proper
language teaching approaches which may vary from time to time, classroom to classroom, and teacher to teacher.
Although there are various teaching approaches available for language teaching, it can be argued that Task-Based
Language Teaching (TBLT), an analytic approach focusing on form, with a task-based syllabus starting with output
and putting emphasis on learning outcomes, may have a positive impact on the development of learners’ language
proficiency and thinking skills in L2 classrooms.
Abstract: Task-Based Language Teaching, an analytic approach focusing on form, with a task-based syllabus
starting with output and putting emphasis on learning outcomes, may have a positive impact on the development
of learners’ language proficiency and thinking skills in L2 classrooms. By implementing a TBLT approach which
is free from the limitation of synthetic approach focusing on forms and analytic approach focusing on meaning,
L2 learners can benefit from its efficiency promoting both in communication competence and linguistic
awareness. In addition to the advantage of TBLT approaches, a task-based syllabus, as one of the typical
backward design, focusing on output or learning outcomes, are more effective in enhancing learners’ language
proficiency than that in other syllabuses focusing on input or process. Moreover, learners’ thinking skills can be
achieved in a task-based syllabus integrating language proficiency with thinking skill tasks.
Keywords: TBLT; Task-based syllabus; Language proficiency; Thinking skills.
2. English Literature and Language Review, 2017, 3(5): 46-52
47
2. LT Approaches in L2 Classrooms
2.1. Analytic Approaches
The diverse types of approaches mentioned above, sharing very much the same purpose of attempting to boost
the language teaching and learning efficiency in the rapidly changing globalized education, play a crucial role in
various L2 classrooms where the approaches may have totally different focuses. As Long (2015) points out, an
analytic approach focuses on natural, authentic, and meaningful communication or covert linguistic syllabus, rather
than overt linguistic syllabus (e.g. tense, subject-verb concord), which means that its learning process begins by
emphasizing on genuine target language representations, and then L2 learners are encouraged to analyze the input
and induce language utterances and grammar rules, much in the way of L1 learners learn their L1, mainly focusing
on meaning.
For example, the Natural Approach (Terrell, 1977), a typical analytic approach, only focuses on the use of
language for communicative purposes, not on grammar drills, grammar analysis, and grammar rules. Terrell (1977)
claims that this approach can effectively prompt L2 Learners to acquire their communicative capacities through
entirely exposing them to communication activities without any grammar correction in class time. Furthermore, its
syllabuses are designed to develop L2 learners’ oral and written language communication abilities including personal
oral communication competence (e.g. booking a hotel), personal written communication competence (e.g. writing a
thank-you letter), academic oral learning competence (e.g. presenting an assignment), and academic written learning
competence (e.g. note-taking) (Krashen and Terrell, 1983).
Such an approach is, indeed, a focus on meaningful communication rather than intensive grammar drills and
rote memorization of grammar rules in L2 classroom. It seems to confirm the common sense that language
acquisition really happens when L2 learners subconsciously absorb target language through meaningful practice
classroom activities out of the real world, not conscious or explicit grammar learning. This approach had a
noticeable impact on bilingual education in the state of California in the 1980s and intrigued a great number of
teachers and researchers at that time (Richards and Rodgers, 2015). However, its theoretical rationale that L2
learners can not acquire target language through conscious learning or explicit grammar analysis and its practical
application that no predetermined syllabuses or learning outcomes have been widely debated today.
For example, by comparing the effectiveness of syllabus design from 49 L2 learners’ learning result, Norris and
Ortega (2000) suggest that covert linguistic syllabus or focusing on meaning is, in deed, less effective than overt
linguistic syllabus. It is empirical evidence that L2 acquisition may also occur through conscious learning, thus
denying Terrell’s claim or analytic approach. In addition, merely applying the analytic approach in L2 classroom is
based on the assumption that adult L2 learners’ implicit learning competence is as powerful as children’. However,
large-scale research of 195 L2 learners ranging from 1-47 years old, conducted by Abrahamsson and Hyltenstam
(2009), indicates that highly native-like proficiency of L2 acquisition can never be achieved by adult learners.
Therefore, it can be argued that a purely analytic approach may have little impact on the improvement of L2
acquisition due to its downsides of theoretical rationale and practice in classrooms.
2.2. Synthetic Approaches
Unlike analytic approaches focus on meaning, synthetic approaches, however, start with L2 learners exposure to
explicit or overt linguistic syllabus, such as words, phrases, clauses, sentence patterns, etc., then followed by pre-set
intensive practice and sham communicative language use in classrooms, regarded as focus on forms (Long, 2015).
Its learning process is typically identified as Presentation-Practice-Production (PPP), which means that at the
presentation stage, L2 learners are demonstrated with predetermined learning materials (e.g. model sentences,
dialogues, and reading passages etc.); then at the practice stage, they are instructed to fulfill intensive practice
activities (e.g. sentence drills, dialogues, and written exercise); and finally, at the practice stage, they are encouraged
to apply the learned language in pseudo-communicative situations in classrooms (McLaughlin, 1987).
This approach is typically concerned with applying a grammatical, linguistic, or structural-based syllabus to L2
classrooms where language teaching is on the basis of explicit instruction or overt linguistic syllabus, rather than
authentic meaningful communicative language use. For instance, the Audio-lingual Method, a typical synthetic
approach, focuses a linguistic syllabus including phonological, morphological, and syntactic items which possibly
stems from disparities between L1 and L2 that learners need to overcome (Richards and Rodgers, 2015). In addition,
it also features with massive practice of dialogues and drills, such as repetition, memorization, and correction etc.
(Frey, 1968). As it focuses on L2 learners’ linguistic knowledge or explicit learning, it has a positive effect on the
improvement of their scores when they take paper exams. Thus, for its obvious advantages, it became the most
popular approach in the 1960s worldwide.
Admittedly, its effectiveness of improving L2 learners’ linguistic knowledge can not be denied. For example,
the level of L2 learners’ linguistic attainments in reading, vocabulary, and grammar has significantly risen when they
are exposed to explicit linguistic syllabus (Hamilton, 1966). However, some critics argue that most L2 learners are
proved to be the lack of the competence transferring the attainments acquired through the synthetic approach to
authentic communicative situations outside the classrooms. For instance, in a quantitative study of 40 Iranian
learners, Tehrani et al. (2013) claim that the learners’ communicative capacity improves less significantly in the
synthetic approach than compared in that of the analytic approach. Therefore, it can be concluded that the synthetic
3. English Literature and Language Review, 2017, 3(5): 46-52
48
approach contributes positively to improve L2 learners’ linguistic attainment, while negatively to enhance their
communication competence to some extent.
2.3. TBLT Approaches
The above-mentioned discussions of both a purely meaning-focused analytic approach and a purely form-
focused synthetic approach have demonstrated the strengths and limitations on the impact of the enhancement of
language teaching effectiveness in L2 classrooms. It also can be argued that the combination of the two approaches’
strengthens (e.g. analytic approaches focus on forms or synthetic approaches focus on meaning) may have a more
positive impact on the improvement of the language teaching effectiveness in L2 classrooms. For example, Doughty
and Williams (1998) suggest that an analytic approach focusing on forms may play a positive role in the
improvement of L2 learners’ linguistic awareness and communication skills at the same time. Hence, the appropriate
application of an analytic approach with a focus on form in L2 classrooms should boost the L2 acquisition efficiency
both in grammatical competence inside the classrooms and genuine communicative capacities outside the
classrooms.
Unlike the Natural Approach focusing on meaning and the Audio-lingual Method focusing on forms, TBLT is,
in effect, characterized as a multi-faced approach constituting more than one single types of methodology and
syllabuses (Leaver and Willis (2004), cited in Richards and Rodgers (2015)). It means that TBLT approach can be
creatively used to integrate the strengths of focus on meaning with the merits of focus on forms. Furthermore, the
syllabus in TBLT typically features the tasks consisting of real-world tasks that can be designed to meet L2 learners’
communication needs outside the classrooms and pedagogical tasks that are developed on the basis of theory and
research on L2 acquisition to provide L2 learners with meaningful interaction and linguistic knowledge inside the
classrooms (Nunan, 1989).
In addition, the task-based syllabus is identified as a symbiotic relationship between covert and overt linguistic
input, meaningful communication, and authentic classroom activities. Through the task-based syllabus with explicit
and implicit learning, L2 learners, especially adult learners, not as powerful as young learners’ acquisition
competence, may enhance their communication competence, as well as linguistic awareness to some extent. For
example, the results implementing of an integration of explicit and implicit syllabus for a college English course in a
Chinese university show that its impact on the effectiveness and efficiency of L2 learners’ overall English
competence improvement is positive and significant (Zheng, 2013).
Moreover, the application combining real-world tasks with explicit linguistic knowledge in a task-based
syllabus can possibly arise L2 learners’ interests to communicate with others by using the target language and to be
aware of grammatical problems inside or outside the classrooms. For instance, exposed to authentic communication
activities and overt grammatical knowledge in an action-research program conducted by Campo and Carolina
(2016), the language competence of 34 L2 learners is found to be successful in the improvement of fluent
communication and accurate grammar. Thus, it is possible to conclude that TBLT approaches, featuring task-based
syllabuses, free from the limitations of analytic approaches focus on meaning and synthetic approaches focus on
forms, can have a positive impact on the improvement of L2 learners’ communication skills, linguistic awareness,
thinking skills, and learning outcomes (Lai and Lin, 2015).
3. Syllabus Design in L2 Classrooms
3.1. Forward Design
The robust research findings noted above reveal that the TBLT approaches focus on meaning and forms has a
significant influence on the development L2 learners’ overall attainment. However, it is not an easy task for L2
teachers to design an appropriate syllabus to meet learners’ various needs. Basically, they need to make three
decisions: input, process, and output. The first stage, input (what to teach), refers to the types of content including
linguistic knowledge (e.g. phonology, lexicology, syntax, and pragmatics etc.) and non-linguistic knowledge (e.g.
problem-solving, contrast and compare, and cause-effect etc.) which are chosen by teacher before class; The second
stage, process (how to teach it), means the types of methodology (e.g. teaching activities, teaching procedures, and
teaching techniques) which are selected by teacher in class. The third stage, output (to assess what was achieved),
can be illustrated as learning outcomes (e.g. TOEFL or IELTS score, academic competence, and thinking skills etc.)
which are expected by teachers (Richards and Rodgers, 2015).
Starting with different stage may have different impact on the interpretation of language acquisition theory and
practice in L2 classrooms. For example, curriculum design, beginning with input, followed by process, and finally
output in a linear model, is a typical forward design (Wiggins and McTighe, 2006). As Clark (1987) argues that
forward design has a powerful effect on the audio-lingual approach, the topic-based approach, and the notional-
functional approach which aim at improving L2 learners’ language learning efficiency by employing different
methodology and syllabus design. The starting point of forward design is syllabus design with a number of various
models, incorporating the structural model, the notion-functional model, the lexical model, the topical or situational
model, the content model, and the procedural model (Richards and Rodgers, 2015).
4. English Literature and Language Review, 2017, 3(5): 46-52
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3.2. Structural Syllabuses
Admittedly, as one of the typical forward design, structural syllabuses feature explicit linguistic input which
may have a positive influence on cultivating learners’ good grammatical habits (Wiggins and McTighe, 2006).
Furthermore, such explicit and well-organized grammatical syllabuses are beneficial to L2 learners’ better
understanding grammar points which will be assessed in numerous tests and teachers more easily delivering
knowledge information based on preset textbooks or materials probably from headmasters. In addition, textbooks or
materials based on structural or grammatical syllabuses are more likely advocated by authors who can write or edit
them more effortlessly compared to other syllabuses such as task-based syllabuses focusing on developing L2
learners’ thinking skills, as well as by publishers who can earn a large number of profits by their sales (Long, 2015).
However, it also can be argued that structural or grammatical syllabuses are less efficient ways of cultivating L2
learners’ communicative competence and thinking skills due to its inconsistency with theory and practice of second
language acquisition (Ellis, 1993). Moreover, textbooks focusing on structural or grammatical syllabus based on the
assumptions of the same learners’ needs are usually written or edited by non-native authors who may be lack of
target language proficiency or cultural background, which can lead to misunderstanding of communication in the
real world to some extent (Long, 2015). Even worse, structural syllabuses focusing on grammatical knowledge rather
than thinking skills (e.g. problem-solving, contrast and compare, and reasoning etc.) might cause learners getting
bored and finally losing learning interests and motivation in the long term run. Seeking for the best profit, textbook
publishers usually ignore the learners’ need diversity and seldom update the content of syllabuses or update them
very slowly, which may contribute to poor efficiency in L2 learners’ language development as well (Wiggins and
McTighe, 2006).
4. Task-based Syllabuses in L2 Classroom
4.1. Backward Design
Unlike structural syllabuses starting with explicit input, task-based syllabuses begin by focusing on the target-
tasks learners’ output, which are identified as a typical backward design (Richards and Rodgers, 2015). For Wiggins
and McTighe (2006), backward design is to begin with a clear statement of learning outputs or desired results, then
followed by determining unobjectionable learning evidence, and finally to layout learning instruction and
experiences. It obviously disclaims structural syllabus starting with input focusing on explicit grammatical
knowledge and advocates syllabuses beginning with output focusing on learners’ learning outcomes. As Leung
(2012) points out, learning outcomes, identified as the use of standards of learning targets (e.g. benchmarks, thinking
skills, communication competency etc.), should be achieved in different domains of subjects by L2 learners.
Backward design focusing on learning outcomes and using standards have a wider range influence on language
teaching and learning. The most influential example focusing on learning outcomes and using standards, perhaps, is
the Common European Framework of Reference developed by the Council of Europe (2001), which explicitly states
six levels of language proficiency that L2 learners should achieve. Like Katz and Snow (2012) suggest, the main
merit of learning outcomes or outputs is that they describe explicitly desired results for all participants including
learners, teachers, parents, and educational organizations. They also claim that focus on output has a widespread
impact on the cultivation of L2 learners’ language competency both in English speaking countries and in an
increasing number of other countries.
4.2. Task-based Syllabuses
As a typical backward design, task-based syllabuses have been widely employed as approaches to structuring L2
learners’ linguistic awareness, communication, interaction, and thinking skills, all of which are proved to promote
the development of second language acquisition (Van den Branden, 2006). Furthermore, Van den Branden (2006)
argues that traditional structural syllabuses focusing on grammar do not mirror the cognition of learning process and
thinking skills applied in authentic language environment outside the classrooms. On the contrary, task-based
syllabuses possibly can engage L2 learners in real and meaningful tasks (e.g. problem-solving, reasoning, and
classifying etc. ) which should be employed in their future careers (ibid.). Thus, it can be inferred that task-based
syllabuses are more effective in cultivating L2 learners’ language proficiency and thinking skills.
For example, Leaver and Kaplan (2004) report that L2 learners possibly can benefit from a task-based syllabus
employed in classrooms including maintaining longer in-built motivation, providing more opportunities for
grammatical error correction and interesting repetition, promoting meta-cognition, and enhancing language
proficiency (cited in Richards and Rodgers (2015)). Another similar study conducted by Bao and Du (2015) reveal
that implementation of a task-based syllabus can profit L2 beginners in the aspects of language proficiency. In more
specific language proficiency, like reading comprehension, Shabani and Ghasemi (2014) indicate that L2 learners’
TOEFL reading test performance in an experiment group employed task-based syllabus are better than those in a
controlled group employed other syllabuses.
4.3. Thinking Skills in Task-Based Syllabuses
Although the obvious advantages of implementing a task-based syllabus and its compatibility with theory of
second language acquisition, it also can be argued that there are many challenges in teaching practice in L2
5. English Literature and Language Review, 2017, 3(5): 46-52
50
classrooms, especially in the cultivation of L2 learners’ thinking skills. For example, task-based syllabuses based on
the standards of the Common European Framework of Reference (Council of Europe, 2001) usually put more
emphasis on promotion of L2 learners’ language proficiency like communication rather than thinking skills which
may be ignored by both teachers and learners. Another example found in the TESOL PreK-12 English Language
Proficiency Standards Framework (TESOL, 2006), its learning outcomes or standards emphasize learners’
communication proficiency (e.g. information communication, idea interaction, and concept interpretation etc.) rather
than thinking skills which will be needed for future academic success in different subjects.
Furthermore, the integration of language and think skills in a pedagogical task is a rather demanding mission
due to its efficiency related to other non-task factors such as learners’ needs, teachers’ language proficiency,
teachers’ think skills level, and class size etc. In order to tackle these problems, Willis (1996) develops six types of
pedagogical tasks which include thinking skills like “listing, ordering and sorting, comparing, problem-solving,
sharing personal experiences, and creative tasks” (cited in Richards and Rodgers (2015)). For example, learners’
ordering and sorting skills can be developed through the implementation Jigsaw tasks in which different pieces of
information are combined into a whole.
As one more example provided by Willis and Willis (2007), learners problem-solving skills can be achieved by
employing problem-solving tasks in the following six phases: “preparation and priming, task and report phase,
writing phase 1, writing phase 2, focus on form, and grading”. In the first phase, preparation and priming phase, the
possible causes of the problem and the impact of the problem are explored by teachers or shared by learners’
personal experience or opinion; in the second phase, task and report phase, two or three solutions are listed and
compared, then one chosen proposal is presented to the whole class, and finally action plan is justified and reasons
are explained.
In the third phase, writing phase 1, the draft form of their proposal is written up with the consideration of class
feedback after presentation in the whole class; in the forth phase, writing phase 2, writing is edited by peers in the
next lesson, a final version is drawn up, and it is read by others; in the fifth phase, focus on form phase, writing
material sources are re-used for a more overt linguistic errors; in the sixth phase, grading phase, some criteria are
designed to assess the breadth, depth, complexity, and familiarity of the problem-solving tasks. Through this
process, learners’ problem-solving skills can be cultivated and fostered to some extent (ibid.).
Moreover, the effectiveness of task-based approaches on the promotion of learners’ thinking skills has been
scientifically proven in recent studies. As Roy (2014) indicates, the result of 28 learners performance in class
experiment shows application of task-based syllabuses involving thinking skill tasks can significantly promote L2
learners’ analytic skills and critical thinking skills. Furthermore, Flowerdew (2005) argues that a task-based syllabus
in academic writing should address the development of learners’ thinking skills which will be needed in their
workplace. Therefore, it can be concluded that a task-based syllabus is an effective approach in terms of the
development L2 learners’ thinking skills.
5. Conclusion
In conclusion, Task-Based Language Teaching (TBLT), an analytic approach focusing on form, with a task-
based syllabus starting with output and putting emphasis on learning outcomes, may have a positive impact on the
development of learners’ language proficiency and thinking skills in L2 classrooms. By implementing a TBLT
approach which is free from the limitation of synthetic approach focusing on forms and analytic approach focusing
on meaning, L2 learners can benefit from its efficiency promoting both in communication competence and linguistic
awareness. In addition to the advantage of TBLT approaches, a task-based syllabus, as one of the typical backward
design, focusing on output or learning outcomes, are more effective in enhancing learners’ language proficiency than
that in other syllabuses focusing on input or process. Moreover, learners’ thinking skills can be achieved in a task-
based syllabus integrating language proficiency with thinking skill tasks.
Although TBLT is neither a long-awaited elixir nor a one-size-fits-all approach, it has a widespread influence on
language teaching and learning in L2 classrooms due to its consistence with theories and practice of second language
acquisition. The effectiveness of TBLT approach has been scientifically proven in the research findings mentioned
above. However, in practice, there are still some challenges needed to be studied and solved in the future, including
the diversity of learners’ needs, the complexity of tasks, the role of tests, the use of textbooks or materials, the
proficiency of teachers, the motivation of learners, the background of L1, and the size of the class etc.
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